Transforming Student Learning Through Inverting the Large Classroom

• In Event: Poster Session 1
  In Poster Session: Teaching and Learning Environments and Factors

Abstract

This study was conducted to explore using the inverted classroom model in large enrollment courses at a public university and to examine the impacts on students’ learning and instructors’ and students’ attitudes about the process. In the inverted classroom, students review materials that would normally be presented in class, including lectures, outside of class and engage in discussion and application of the material during class time. Results revealed that students who watched a pre-recorded lecture and participated in collaborative application activities during class time showed the greatest learning gains. Additionally, student and instructor attitudes towards the inverted classroom experience were generally favorable.

Authors

• Stephanie B. Corliss, The University of Texas - Austin

• Erin D. Reilly, The University of Texas - Austin

• James Henson, The University of Texas - Austin

• Joel Heikes, Texas Center for Educational Reseach