Strategies for Flipping a Large Undergraduate Course to Increase Student Performance and Attitudes

• In Event: Poster Session 1
  In Poster Session: Strategies for Flipping a Large Undergraduate Course to Increase Student Performance and Attitudes

Abstract

In the current research study, we investigated the transformation of an undergraduate classics course over three semesters as it transitioned from a traditional lecture course with an approximate enrollment of 200 students to a flipped learning environment with 400 students. We describe and identify the changes in student performance, attitudes, and course satisfaction with each reformed iteration of the course. Overall, preliminary analyses revealed the importance of incorporating engaging in-class and online course activities, clear expectations for student work, and formative assessments to incentivize consistent student performance and positive attitudes toward the flipped classroom model. Practical implications for this research include best practices for departments and instructors intending to implement the flipped classroom model.

Authors

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

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

• Jennifer Ebbeler, University of Texas

• Rose Stafford, The University of Texas - Austin