Students’ Perceptions of Learning in a Flipped Statistics Class PROCEEDINGS
Anthony Dove, Radford University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Recently a new method of instruction, the flipped classroom, has gained national publicity. In this model, lectures are watched outside of the class and time in class is spent practicing and applying the material. Despite this publicity, little research has been done on this method. This study explored how community college students perceived the flipped classroom approach and their learning opportunities after completing a flipped Statistics I course. Results suggested that students preferred this method of instruction over in-class lectures, believed it improved their conceptual understanding of statistics, would prefer taking more flipped mathematics classes and would recommend taking flipped mathematics classes to their peers.
Dove, A. (2013). Students’ Perceptions of Learning in a Flipped Statistics Class. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 393-398). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from https://www.learntechlib.org/primary/p/48133/.
© 2013 Association for the Advancement of Computing in Education (AACE)
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Lessons Learned from Creation of an exemplary STEM Unit for Elementary Pre-Service Teachers: A Case Study
Matthew Schmidt, University of Hawaii, United States; Lori Fulton, University of Hawaii - Manoa, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2866–2874
Students’ Perceptions of Pre-class Instructional Video in the Flipped Classroom Model: A Survey Study
Taotao Long, Joanne Logan & Michael Waugh, The University of Tennessee, Knoxville, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 920–927
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