NUTR 120 TLt Improving Flipped Presentation
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Improving the Flipped Classroom Through the Use of a Backchannel and Unlimited Quiz Attempts Ryan Banow, GMCTE Tiffany Banow, St. Peter’s College
description
Improving the flipped classroom study from Ryan Banow and Tiffany Banow.
Transcript of NUTR 120 TLt Improving Flipped Presentation
Improving the Flipped Classroom
Through the Use of a Backchannel and Unlimited Quiz Attempts
Ryan Banow, GMCTETiffany Banow, St. Peter’s College
T & R Banow, May 20132
Outline
1. What are the concerns with flipped classrooms?
2. Course design decisions.
3. Instructor experiences.
4. Student perceptions survey.• Videos• Backchannel• Quizzes
5. Recommendations.
T & R Banow, May 20133
Common Concerns with Flipped Classrooms
1. Students cannot ask questions “in the moment” while viewing lectures.
2. Students may not complete the pre-class activities.
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Course Design - Videos
• Nutrition 120 course meets once a week for 3 hours.
• Students view lecture videos at home.• Lectures are chunked• Hosted on Usask’s ShareStream within
BBLearn• CenterClass backchannel tool available for
asking anonymous questions
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Course Design - Quizzes
• Students complete mandatory pre-class quizzes.• Multiple choice• 15 minute time limit• Randomized questions• Unlimited attempts• Weighted at 10%• Reviewed in class
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Course Design – In-Class
• Engage in learner-centred activities.• Case studies• Student presentations• Discussions• Demonstrations• Practice problems
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Instructor Perceptions
• Improved student engagement.
• Need to “go through” the quizzes to solidify the content.
• Time for interactive demonstrations, games and videos along with debrief in class.
• Real-time feedback within each class.
• Increased student confidence and competence.
• Student ownership of learning.
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Student Perceptions - Survey
• Methodology• Administered an online survey one week prior to the end
of the course• Closed ended questions
• Demographics• Small class• 10 students and 9 respondents
• All students under the age of 20• Either in first or second year of post-secondary• All students in sciences• All students either comfortable or very comfortable with
“computers and the internet”
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Student Perceptions - Videos
• How many weeks did you view the lecture videos?
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Student Perceptions - Videos
• How effective were the lecture videos at “teaching” you the basic concepts compared to standard in-class lectures?
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Student Perceptions – Questions’ Backchannel
• On average, how many questions did you have each week while viewing the lecture videos?
• On average, how many questions did you ask on CenterClass each week?
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Student Perceptions – Questions’ Backchannel
• Why did you not use CenterClass?
Other = “didn’t have questions”
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Student Perceptions – Questions’ Backchannel
• What method would you rather use to ask questions that arise from the video lectures?
Other = “CenterClass is fine”, “in class”
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Student Perceptions – Questions’ Backchannel
• Did the anonymity of CenterClass make you more or less likely to ask questions?
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Student Perceptions – Unlimited Attempts at Quiz• The students completed all of the quizzes
save for two incomplete quizzes from one student.
• How effective were the quizzes at supporting your learning?
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Student Perceptions – Unlimited Attempts at Quiz
• On average, how many times did you attempt each quiz?
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Student Perceptions – Unlimited Attempts at Quiz
• If you scored poorly on a quiz, how often did you go back and “re-learn” the content?
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Student Perceptions – Unlimited Attempts at Quiz
• How often did you “game” the quiz system?
• Do you think you learned from “gaming” the quiz system?
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Student Perceptions – Unlimited Attempts at Quiz
• In terms of learning, what would be the ideal number of allowed quiz attempts?
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Student Perceptions – Unlimited Attempts at Quiz
• How effective was the unlimited attempts feature in supporting your learning?
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Student Perceptions – Closing Thoughts
• 66% of students found the “flipped classroom” model to be “somewhat effective” or “effective”.
• 78% of students found this class to be the “same” or “less” work than other courses.
• 67% of students would “like to take another flipped class”.
• All of the students would “recommend this class to friends”.
T & R Banow, May 201322
Recommendations
• Use a backchannel tool along with lecture videos.• Discuss with students which backchannel tool
to use• Stress the benefit of using a backchannel
instead of emails or waiting until class to ask questions
• Remind students of the backchannel often• Integrate into class
• Employ randomized quizzes with at least three attempts to prepare students for in-class application.
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Future Directions
• Employ similar course designs.• Larger classes• Upper year classes• Different subject areas
• Please, contact me if you have a course that you would like a similar design in!• [email protected]• Gwenna Moss Centre, U of S
