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A Comparative Study of a Partially Flipped Model to Traditional and Fully Online Introductory Statistics Course
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, University of South Carolina Sumter, United States ; , PK Yonge DRS/University of Florida, United States ; , University of South Carolina Sumter, United States

Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

Determining the best method of course delivery plagues faculty and universities across the world. In this paper, we will discuss three different methods of delivery offered for the same course at a university prior to the COVID-19 pandemic and compare the data collected from each teaching method: face-to-face, targeted flipped, and fully online. Now more than ever this data and comparison is hard to acquire as universities have converted to mostly online instruction due to COVID-19. The study found that participants in the face-to-face group performed better than the other two groups. However, students in the targeted flipped group reported better satisfaction of the course. These results have important implications for improving the design of online mathematics and statistics courses during and after the COVID-19 pandemic.

Citation

Chhetri, S., Toussaint, M. & Hillman, R. (2021). A Comparative Study of a Partially Flipped Model to Traditional and Fully Online Introductory Statistics Course. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1379-1387). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from .

© 2021 Association for the Advancement of Computing in Education (AACE)

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