"Exploring a 'Flip' in Introductory Statistics"
Bethany White, The University of Western Ontario
Our department offers a "flipped classroom" section of a large enrollment introductory statistics course to combine the strengths of online and face-to-face formats with a goal to enhance student outcomes. The 2011 Fellowship in Teaching Innovation at our institution funded the development and evaluation of this section.
Several sections of the course were offered each term in the 2012-13 academic year: two face-to-face sections (one on main campus and one at an affiliated college) plus a "flipped" section on main campus. Students in the face-to-face sections attended traditional face-to-face lectures three hours a week. Those in the "flipped" section watched short videos presenting content online and completed an online quiz before attending face-to-face group activity sessions to apply and delve deeper into the concepts they learned while interacting with the online materials. We were interested in whether or not the flipped section was associated with improved student attitudes toward statistics and understanding of fundamental statistical concepts. We were also curious about differences in student opinion about course format across sections. In this talk, I will outline our flipped course model and share some results of our evaluation.
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