exploring the learning outcomes of a flipped learning methodology for post-secondary information...
TRANSCRIPT
Exploring the Learning Outcomes of a Flipped Learning Methodology for
Post-Secondary Information Literacy Students: A Mixed Methods
Approach
Rich McCueUniversity of VictoriaM.A. Curriculum & Instruction Thesis DefenseTuesday, August 2, 2016
Presentation outline● Introduction & background● literature review highlights● Research questions● Theoretical framework, research design,
methods, & sample selection● Results & discussion● Educational implications & conclusions● Limitations & future research● Lessons learned
Purpose of the Study
Background
Flipped Learning Teaching Method
Literature review highlights
● Flipped learning is not new.● Flipped learning information literacy
instruction is being implemented without understanding how effective it is.
● Small sample sizes.● Pedagogy, not technology paramount.
Research questionsResearch question 1. How does a flipped learning methodology differ from a traditional teaching method in terms of undergraduate student achievement on IL and research skills test scores for students at the University of Victoria?
Research question 2. What is the relationship between completion of pre-class work (pre-training) and IL post-test scores for flipped learning participants?
Research question 3. What effect does a flipped learning methodology have on learner perception on IL instruction compared to a traditional approach?
Research question 4. What results emerge from comparing the quantitative test data of student achievement using different teaching methods with the qualitative interview data, exploring potential factors leading to differences in test scores.
Research question 5. What is the relationship between flipped learning pre-class work completed and achievement on the major paper assignment?
Theoretical frameworks
Cognitive load theory Constructivism
Research design & methods
Quasi-Experimental
Mixed methods explanatory
Sample selection
English 135 Population size
Quantitative n Qualitative n
Control group (1 section)
35 20 (57%) 7 (20%)
Treatment group (2 sections)
71 53 (75%) 8 (11%)
Totals 106 73 (69%) 15 (14%)
Results & discussion
Information literacy pre- & post-test results
Control Group
Treatment Group
Treatment Sub-Group
ESL
n 17 45 6
Pre-Test (mean) 58% 47% 30%
Post-Test (mean) 67% 57% 56%
Post-Test confidence level 7% 9% 23%
Pre- to Post-Test GAIN (mean) 8% 10% 27%
Pre- to Post-Test GAIN confidence level 9% 9% 18%
Minutes to complete Post-Test (median) 21 21 40
Major paper grades
Student interviews
Traditional in library instruction
One student said, “I didn’t know about the library database to begin with,” and went on to say that she found the lecture informative, while other students commented about the repetitive nature of the instruction.
Flipped information literacy instruction
“Having [a teacher] available in class to ask questions and having more [of] a guiding hand in how you’re [learning a new skill] makes the in-class time a much more effective learning tool.”
ESL perspective on Flipped information literacy instruction
ESL perspectives were similar to their native English speaking classmates in many respects, but different in that they found traditional lectures in their other classes generally “boring.”
Educational implications & conclusions
Flipped learning = hands on class time
Differentiated learning = Big win for ESL students
Flipped in-class activities can scaffold larger assignments
Flipped learning ≠ monopoly on active learning
Limitations1. Quasi-experimental design.2. Only the control group graded used IL rubric. 3. Multi-phase mixed methods = extra complexity in
integrating the various research strands into a coherent whole.
4. Participation marks inadvertently encouraged some students to “game” information literacy tests.
5. The observed effects in this study were well inside the margin of error. Because of this, I relied more heavily the qualitative strand of the study than otherwise might have been the case.
Future research
1. Larger sample sizes. 2. Focus on ESL students
participating in flipped learning IL instruction.
3. Research into the effects of making flipped pre-class work optional.
Personal Lessons Learned
Photo Credits● https://www.knewton.com/infographics/flipped-classroom/ ● https://www.flickr.com/photos/leesean/7021431279 ● http://www.slu.edu/cttl/resources/teaching-tips-and-resources/flipped-classroom-resources ● https://pixabay.com/static/uploads/photo/2014/02/01/17/28/apple-256261_960_720.jpg ● http://anniemurphypaul.com/2016/06/why-students-dont-like-active-learning/● https://unsplash.com ● https://commons.wikimedia.org/wiki/File:Discussion.png ● https://pixabay.com/en/photos/interview/ ● http://www.soft9000.com/blog9000/index.php?entry=Better-Learning-Experiences ● http://thetyee.ca/Opinion/2010/12/02/TooAsian/ ● http://www.uni.edu/chas/academics/mathematics ● https://unsplash.com/photos/tAKXap853rY ● https://unsplash.com/photos/5mZ_M06Fc9g ● https://en.wikipedia.org/wiki/Job_interview ● http://www.huffingtonpost.com/mylea-charvat-phd/blended-learning-helps-st_b_9350242.html