using a mooc to flip an aviation classroom and improve student performance
TRANSCRIPT
Using a MOOC to flip an increase student performance
Jonathan Velázquez, Ph.D., ATP, CFIAssociate Professor Assessment CoordinatorIUPR – Bayamón Campus
Flight Plan
• What is flipping a classroom?• What MOOC was used? • How I used a MOOC to flip a classroom?
– Type of Pre-classroom activities– Making sure students actually do the pre-work– Using active learning techniques during class
• Results• Current research
What is flipping?
In a flipped classroom, the typical lecture and homework elements of a course are reversed. Readings and lectures are pre-done by students at home, while classroom sessions are devoted to exercises, projects, or discussions.
Other definitions for flipped classrooms
• Moving from an instructor-centered learning environment to a student-centered learning environment.
• Shifting from individual to collaborative tactics
• Focus on the student• May or may not include
technology
Key Elements of a Flipped Classroom
1. Provide an opportunity for students to gain first exposure prior to class.
2. Provide an incentive for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide in-class activities that focus on higher level cognitive activities
Flipping for Bloom’s taxonomy
ERAU’s Aviation 101
• Free• Self-paced• Video lessons• PDF summaries• Online quizzes per
topic
What type of Pre-work was performed?
Before class• Watch a video lesson• Answer short quizzes
Ensure Pre-work by:
• Submit results to me
Just-in-Time Teaching
Pedagogical strategy that uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting.
Example 1: Inquiry/Problem-Based Learning
Lesson: Airplane Systems• (1) Students must answer questions and solve
problems related to systems and equipment malfunctions. (2) Summarize on possible pilot actions to resolve situations.
• Sample problems/inquiries:– What is the difference between structural and
induction icing? What are the indications for both and what actions should a pilot take?
– How does an alternator failure differ from an electrical overload? What are the indications?…
Example 2: Cased-Based TeachingLesson: Airports and Airspace
• Case/Scenario: While flying around one day, ATC advises you that
your transponder seems to be inoperative. After you land, you contact maintenance and they tell you they can get you in tomorrow. Unfortunately, you need to fly tonight without an operable transponder. In which airspace(s) can you NOT operate in without restrictions or permission? Explain your options.
Example 3: Guided DiscussionsLesson: Aviation Physiology
Active learning strategies that are supported through flipped classrooms
• Inquiry and Problem-based learning: students answer questions and solve problems
• Case-based teaching: case studies of historical / hypothetical situations that involve solving problems and/or making decisions
• Guided Discussions:– Debates– Tournaments (Jeopardy)– Heavy dialog and student questioning
Time to present your flipped classroom!
Research Questions
• Will there be a significant difference in final exam scores between students experiencing a flipped course (with the aid of the MOOC) versus those students undergoing traditional class lectures?
• Is there any significant correlation between taking the course with the MOOC and passing the course (receiving a grade of C or better)?
Hypotheses
• H01: There is no statistically significant difference in final exam scores between students experiencing a flipped course (with the aid of the MOOC) versus those students undergoing traditional class lectures.
• H02: There is no relationship between a student’s course outcome (passing or failing) and taking the course assisted by the MOOC.
Results 1st Research Question
• Student participants of the MOOC, and the flipped learning instruction, achieved significantly higher final exam scores (M = 79.68, SD = 10.52, SE = 2.41) than those who received traditional class instruction (M = 72.63, SD = 12.00, SE = 2.09), t(50) = -2.13, p < .05.
Second Research Question
A moderate correlation was found, r = .36, p < .01, between a student’s course outcome (pass or fail) and taking the course assisted by the MOOC
References
• Educause (2012). 7 things you should know about flipping • Faculty Focus (Special Report) – July, 2014.
Blended and Flipped: Exploring New Models for Effective Teaching & Learning.
• Honeycutt, B. (2013). Looking for ‘Flippable’ Moments in Your Class
• Weimer, M. (2016). Active Learning: Surmounting the Challenges in a Large Class
• Prince, M.J. & Felder, R.M. (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
References
• Bergmann, J. (2016). Nineteen Ways for Students to Prepare for Flipped Classrooms
• Honeycutt, B. (2016). Five Ways to Motivate Unprepared Students in the Flipped Classroom
• Honeycutt, B. (2016). Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work
• Honeycutt, B. (2013). Five ways to address student resistance in the flipped classroom.
• Trujillo-Jenks, L., & Rosen, L. (2015). Fostering Student Learning through the Use of Debates
• Edutopia (2014). The Flipped Class: Rethinking Space & Time
Other Resources:
• The Flipped Learning Network http://www.flippedlearning.org
University Testimonies
• Observatorio de Innovación Educativa (Tecnológico de Monterrey) http://www.sitios.itesm.mx/webtools/Zs2Ps/roie/octubre14.pdf
• The Flipped Classroom Model (New York Univeristy) http://www.nyu.edu/faculty/teaching-and-learning-resources/instructional-technology-support/instructional-design-assessment/flipped-classes.html
• The Flipped Classroom Model (Macquarie University) http://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design/flipped/
• Flipped Classroom (The University of Queensland) http://www.uq.edu.au/tediteach/flipped-classroom/
• The Chronicle of Higher Education http://chronicle.com/search/?search_siteId=5&contextId=&action=rem&searchQueryString=Flipped+Classroom