BEST PRACTICES FOR BEGINNING A FLIPPED CLASSROOMKenneth Coley, Ed.D.

Bryce Hantla, M.A.

Chris Cobb, M.A.

Download the full paper here: http://www.napce.org/documents/!pdfs/papers-2013/hantla.pdf

*Special thanks to High-Definition Technologies (College Station, TX) for sponsoring Bryce Hantla’s travel to this year’s NAPCE Annual Conference.

The ATRACT Method

•Autonomous learning is empowered learning

•Technical issues happen

•Resistance from students

•Align videos with classroom time

•Consistent structure

•Time for student flexibility

… at first

HANTLA STUDY

Undergraduate Christian college

(n=119 students; n=6 professors; 10 course sections)

Quasi-Experimental Study: A study in which it is impractical to control for all confounding variables, making it impossible to rule out other explanations for obtained results.

Volunteer professors determine sample classes based on a number of inclusion criteria.

Group 1

Group 2

TxObs

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Obs

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Tx = Treatment/Independent Variable; Obs = Observation/Dependent VariableTime

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Research Process

Validity

• Mixed-Methods Design: The three-point design raises the validity of the results.

• Qualitative data will elucidate the observations made from quantitative data.

CASE Rubric

Qualitative SurveysCCTST

Research Process

COBB STUDY

ACSI-Accredited Christian High School

Bible Class

(n=13; 6 males and 7 females)

Flipped Systematic Theology ClassData Collection:• Teacher reflection journals

• Student reflection journals

• End of course survey

Research Procedure: Case Study• Teacher chose 12 lessons to flip

• Teacher recorded video lectures (8-13 min long)

• Students watched the video lectures at home

• Students engaged in active learning classroom activities

Flipped Systematic Theology ClassResults:• Student attention and engagement increased

• Student retention increased

• Students were found to rewind the online lectures

Lessons learned:• Flipping the classroom does take more time

• Technology can be frustrating

• Investment of time and ingenuity is worth it

CONCLUSION

• This teaching method is not just for STEM classes. Christian educators can, and in our opinion should, incorporate this method into their classroom routine.

• Our ATRACT model is helpful when beginning a flipped classroom

• The key word is “engagement”