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

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Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering
EditorsBahar Karaoglan
PublisherIEEE Press
Publication date30 May 2014
Pages5-8
ISBN (Print)978-1-4799-4205-3
DOIs
Publication statusPublished - 30 May 2014
EventThe 25th European Association for Education in Electrical and Information Engineering - Çeşme, Turkey
Duration: 30 May 201431 May 2014

Conference

ConferenceThe 25th European Association for Education in Electrical and Information Engineering
CountryTurkey
CityÇeşme
Period30/05/201431/05/2014

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