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Maximizing student success in a flipped classroom utilizing non-linear redesign of content
PROCEEDING

, University of Florida and Franciscan Missionaries of Our Lady University, United States ; , Louisiana State University and Franciscan Missionaries of Our Lady University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

A pilot project was conducted during the 2015-2016 academic year to improve the first time pass rate in a pre-entry kinesiology course, which has been challenging for many years as the DFW rate averaged 575% over the past three years The project was a joint effort between a Physical Therapist Assisting faculty member and the Office of Educational Technology Originally, the faculty member utilized a flipped-classroom approach and designed course content in a linear format The team redesigned content in a non-linear format The purpose of the redesign was to give learners greater flexibility in controlling the pace of content viewing, the ability to stop and return to the previous sections when needed, and to test knowledge throughout the interactive module After creating the modules and utilizing them in the course, the DFW rate decreased by 20% This best practices session will present the ID process and address how content was redesigned to allow for pacing and interactivity

Citation

Bergeron, M. & Aime, M. (2017). Maximizing student success in a flipped classroom utilizing non-linear redesign of content. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1-4). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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