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 language | English |
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| Title of host publication | Proceedings of the 25th International Conference on European Association for Education in Electrical and Information Engineering |
| Editors | Bahar Karaoglan |
| Publisher | IEEE Press |
| Publication date | 30 May 2014 |
| Pages | 5-8 |
| ISBN (Print) | 978-1-4799-4205-3 |
| DOIs | |
| Publication status | Published - 30 May 2014 |
| Event | The 25th European Association for Education in Electrical and Information Engineering - Çeşme, Turkey Duration: 30 May 2014 → 31 May 2014 |
Conference
| Conference | The 25th European Association for Education in Electrical and Information Engineering |
|---|---|
| Country/Territory | Turkey |
| City | Çeşme |
| Period | 30/05/2014 → 31/05/2014 |
Fingerprint
Dive into the research topics of 'Introducing a Flipped Classroom for a Statistics Course: a Case Study'. Together they form a unique fingerprint.Prizes
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Best paper award: 25th European Association for Education in Electrical and Information Engineering
Triantafyllou, E. (Recipient) & Timcenko, O. (Recipient), 2014
Prize: Conference prizes