A Design-Based Intervention on Flipped Instruction: Longitudinal Effects on Undergraduates' Engagement and Achievement

• In Event: 42.032 - Technology Experiences That Cognitively and Metacognitively Engage Learners

Abstract

Using a design-based approach, this study aimed to improve flipped instruction while investigating its longitudinal effects on engagement and achievement. Undergraduate anatomy students (N = 907) participated in a quasi-experimental-control study during three semesters, including lecture (Fall 2014), flip (Spring 2015), and mastery-flip (Fall 2016) interventions. The mastery-flip intervention was designed based on motivation theories and the results of the first flip intervention. Outcomes varied as function of intervention and prior GPA, with the mastery-flip intervention having a positive effect on achievement and lecture-video views compared to the lecture and flip interventions. Findings provide insight into how to design flipped classroom for mastery and improve student engagement and achievement.

Authors

• Cary J. Roseth, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University

• William Saltarelli, Central Michigan University

• You-kyung Lee, Sookmyung Women's University

• Joshua Michael Rosenberg, The University of Tennessee - Knoxville

• Emily Bovee, Michigan State University

• Kristy A. Robinson, Michigan State University

• John Ranellucci, Hunter College

• Stephanie V. Wormington, University of Virginia

• Hannah Klautke, Michigan State University

• Christopher Seals, Michigan State University

• Patrick Neil Beymer, Michigan State University