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Investigating the Flipped Classroom in Undergraduate Educational Psychology

Arner, Tracy
http://orcid.org/0000-0002-5072-8636
http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785

Abstract Details

2020, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
Three experiments investigated the difference between the traditional and flipped instructional models on students’ learning outcomes and reported engagement, preparation, and participation in class. Experiment 1 found increased engagement, preparation, and participation reported by students when in the flipped classroom compared to the traditional classroom. However, Experiments 2 and 3 did not show the same results. These results suggest that students’ judgements of their engagement, preparation, and participation may not be calibrated when only experiencing one instructional model. Students’ learning in Experiment 1, measured with knowledge checks and exam scores was not statistically different between models. Experiments 2 and 3 used a pre-/post-/delayed posttest design to evaluate differences in students’ learning between the flipped and traditional instructional models and found that there were no statistically significant differences between the two models at immediate or delayed posttest. These results suggest that the content and design of the learning activities may be a more important factor in students’ learning and reported engagement, preparation, and participation than whether the class model is flipped or traditional.
Bradley Morris, Ph.D. (Advisor)
Christopher Was, Ph.D. (Committee Member)
John Dunlosky , Ph.D. (Committee Member)
Jennifer Roche, Ph.D. (Other)
185 p.
Education; Educational Psychology; Instructional Design
Flipped classroom; education; technology-enhanced instruction

Recommended Citations

Citations

  • Arner, T. (2020). Investigating the Flipped Classroom in Undergraduate Educational Psychology [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785

    APA Style (7th edition)

  • Arner, Tracy. Investigating the Flipped Classroom in Undergraduate Educational Psychology. 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

    MLA Style (8th edition)

  • Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785

    Chicago Manual of Style (17th edition)

kent1604926621821785
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This open access ETD is published by Kent State University and OhioLINK.