Student Motivation in the Flipped College Classroom: Not Everyone Wants a "Guide on the Side"

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-5 - Poster Session: Faculty, Curriculum, and Teaching

Abstract

If the quantity of news articles and newly-developed websites regarding an instructional method are any indication of that method’s quality, then the flipped classroom should immediately be adopted by all college instructors. The reality, however, is that very few well-controlled studies of the flipped college classroom exist (Hamdan, McKnight, McKnight, & Arfstrom, 2013). This paper incorporates both a SOTL study and a controlled vignette survey study to explore the effects of instructional format on achievement motivation and to contribute to our understanding of the flipped college classroom. Preliminary results indicate that many students prefer the traditional classroom model to the flipped classroom model, although some students agree that the flipped classroom allows for more active and deep learning.

Author

• Lindsay C Masland, Appalachian State University