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ERIC Number: EJ1174023
Record Type: Journal
Publication Date: 2018-Apr
Pages: 4
Abstractor: As Provided
ISSN: ISSN-0098-6283
The Partially Flipped Classroom: The Effects of Flipping a Module on "Junk Science" in a Large Methods Course
Burgoyne, Stephanie; Eaton, Judy
Teaching of Psychology, v45 n2 p154-157 Apr 2018
Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We compared two sections, one in a traditional format (n = 128) and the other in a flipped format (n = 139), based on students' academic performance and attitudes toward the class structure. Compared to students in the traditional lecture section, students in the flipped section performed significantly better on a quiz tied to the lecture content and rated their enjoyment of the exercise as higher. These findings demonstrate the utility of using partial flipped classroom techniques with large classes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A