Using a flipped classroom model to support PBL: A qualitative investigation

• In Event: D&D - Technology Supported Learning Environments

Short Description

This work-in-progress study reports on the perceptions of students (N=10) as they enrolled in a flipped classroom used to support problem-based learning in a statistics course. To date, the grounded theory research is still under review (work in progress). However, an initial review of the data shows various themes related to: content of the videos, multimedia design of the videos , collaborative problem-solving, delegation of responsibility, self-directed learning, and instructor role.

Authors

• Andrew Tawfik, Concordia University Chicago

• Christopher Lilly, Concordia University Chicago

• DeAndre McLaurin, Concordia University Chicago