Introducing a Flipped Classroom for a Statistics Course: a Case Study

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7 Citationer (Scopus)
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Abstrakt

One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach, or “inverse teaching”. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This has inspired an experiment utilizing this approach in a statistics course for fourth semester students in a Bachelor program in Media Technology. The results of the experiment revealed some strengths and weaknesses of this instructional model. We conclude that the flipped classroom can be beneficial for students, provided that it is based on a careful design.
OriginalsprogEngelsk
TitelProceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering
RedaktørerBahar Karaoglan
ForlagIEEE Press
Publikationsdato30 maj 2014
Sider5-8
ISBN (Trykt)978-1-4799-4205-3
DOI
StatusUdgivet - 30 maj 2014
BegivenhedThe 25th European Association for Education in Electrical and Information Engineering - Çeşme, Tyrkiet
Varighed: 30 maj 201431 maj 2014

Konference

KonferenceThe 25th European Association for Education in Electrical and Information Engineering
LandTyrkiet
ByÇeşme
Periode30/05/201431/05/2014

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  • Citationsformater

    Triantafyllou, E., & Timcenko, O. (2014). Introducing a Flipped Classroom for a Statistics Course: a Case Study. I B. Karaoglan (red.), Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering (s. 5-8). IEEE Press. https://doi.org/10.1109/EAEEIE.2014.6879373