Investigating the Effect of Active Flipped Learning in STEM Education

杰克逊州立大学正在研究主动翻转学习对学生在STEM领域取得成功的影响。该项目团队将围绕数学，物理和工程课程进行干预，并进行研究，以产生可用于增强非裔美国学生学习和参与STEM的知识。我们的目标是实施和评估基于证据的积极翻转学习模式对学生成绩的有效性。 该项目将使用五个实验期，将采用翻转学习和混合传统的课堂讲授与积极的翻转学习。这些活动将由相关的情感，认知和行为模型指导。参与者将通过先进的智能技术获得数据驱动的个性化反馈、支架和学习任务。我们将进行一系列的调查和访谈，以比较学生的学习参与度、赋权、自我效能和对主动翻转学习的满意度。该项目可以催化一种范式转变，在HBCUs和其他机构的STEM教育中，用主动学习取代被动学习。该项目得到了历史上黑人学院和大学本科生计划（HBCU-UP）的支持，有针对性地注入和扩大教育轨道的参与研究。该计划支持创建和研究STEM教学和学习的新模式和创新的想法，调查影响代表性不足群体的学生的差异参与和成功率的根本问题，并产生知识，为STEM教育实践和干预提供信息。

Jackson State University is examining the effect of active flipped learning on student success in STEM. The project team will structure an intervention around mathematics, physics, and engineering courses and conduct research to produce knowledge that can be used to enhance African American students' learning and engagement in STEM. The goal is to implement and assess the effectiveness of an evidence-based active flipped learning model on student outcomes. The project will be implemented using five experimental periods that will apply flipped learning and mixed traditional classroom lecture with active flipped learning. The activities will be guided by relevant affective, cognitive, and behavioral models. Participants will be provided data-driven personalized feedback, scaffolds, and learning tasks through advanced smart technologies. A series of surveys and interviews will be conducted to compare students' learning engagement, empowerment, self-efficacy, and satisfaction with active flipped learning. The project could catalyze a paradigm shift replacing passive learning with active learning in STEM education at HBCUs and other institutions.This project is supported by the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Targeted Infusion and Broadening Participation Research in Education tracks. This program supports ideas to create and study new models and innovations in STEM teaching and learning, investigate the underlying issues affecting the differential participation and success rates of students from underrepresented groups, and produce knowledge to inform STEM education practices and interventions.