Student evaluation of the flipped classroom instruction method: is it aligned with Problem-Based Learning? is it aligned with Problem-Based Learning?

The flipped classroom approach is an instructional method that has gained momentum in the last years. In a flipped classroom the traditional lecture and homework sessions are inverted. We believe that the flipped classroom, which employs computer-based individual instruction outside the classroom and devotes classroom time to group activities with the teacher as facilitator is well justified by the core principles of Problem-Based Learning (PBL) and therefore we applied for two consecutive years the flipped classroom approach to an undergraduate statistics course during a whole semester. This paper presents data from the second year, where we conducted a survey study among students participating in the flipped statistics course. This study consisted of two surveys designed to gather student perceptions on the out-of-classroom preparation material (videos and quizzes) and the flipped classroom in general. The videos were considered by students as providing nice explanations and improving understanding and they were valued for being available at all times and providing the option to watch them on one’s own pace. The main challenge with the videos was some production issues. The quizzes were valued for helping with testing, memorizing and applying knowledge, while their main weak points were that they were too short, too easy and they contained in some cases unclear questions. Finally, the main strong points of the flipped classroom approach according to students were that it focuses on self-directed learning and individual learning paths and that one gets help during exercise time. Regarding the weak points, students reported the challenges of students coming to class ill-prepared, or students skipping class, and the amount of time spent on preparation. In the final part of this paper, we discuss the aforementioned results through a PBL perspective and we project them in a PBL context.