Learning Experiences in a Hybrid, "Flipped Classroom" Versus a Face-to-Face-Only Classroom

• In Event: 70.044 - Online Tools for Professional Development

Abstract

Flipped classrooms are attractive, because they offer the possibility for viewers to control the pace of direct instruction and teachers to gain classroom time for activity-based learning. In this study, we made quantitative and qualitative comparisons between two Cognitive Neuroscience classrooms in the secondary division of a selective summer program. One section received flipped multimedia lectures while the other received extra reading. Summative academic performance outcomes did not differ, but perceptions of the approach and learning environments were complex and surprising. The hybrid class had more time for discussions, projects, topics, and immediate feedback. Nearly everyone in the hybrid class would keep the flipped lessons and 63% of learners in the face-to-face class would add them to a future class.

Authors

• Paul F. Bulakowski, Mind My Education, LLC

• Frank C. Worrell, University of California - Berkeley