Examining Faculty Attitudes and Strategies that Support Successful Flipped Teaching

检查支持成功翻转教学的教师态度和策略

• 批准号: 1821664
• 负责人: Chaya Gopalan
• 金额: $ 59.84万
• 依托单位: Southern Illinois University at Edwardsville
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821664&HistoricalAwards=false
• 关键词: Examining; Faculty; Attitudes; Strategies; Support

Flipped teaching is an educational approach that shifts lectures from class time to out of class, by using other formats such as online video. This change frees up class time for students to deepen their understanding through activities such as team problem-solving, working with real-world data, and group discussions. Despite growing evidence that active learning in flipped classrooms can increase student learning and motivation, some faculty members have resisted this approach. The resistance is due in part to lack of awareness about how to flip a course and concerns about having enough time to prepare effective course materials. This project will help address barriers to using a flipped class format by supporting cohorts of faculty at Southern Illinois University at Edwardsville and St. Louis Community College to develop and implement new flipped courses across multiple STEM departments. Results obtained from research on project activities will provide information about what is needed for broad implementation of flipped courses, across different STEM departments, and at different types of institutions. Successful implementation of flipped teaching by 24 faculty members over the three years of the project is expected to improve retention and success in STEM, including retention of students who are from historically underrepresented groups. Through rigorous research, the project will examine faculty perceptions, attitudes, and intentions about flipping their classrooms. The project's three overarching research goals are: 1) How do faculty perceive and implement flipped teaching? 2) How does faculty implementation of flipped teaching at a four-year master's university compare with faculty implementation at a two-year community college? and, 3) What are the essential design principles for implementing a successful flipped classroom at each type of institution? Six faculty from the community college and six from the university will receive professional development in flipped teaching and create pre-class assignments, in-class activities, and learning assessments. The professional development is expected to increase faculty confidence and skills in flipped teaching, enabling them to serve as mentors to other faculty in the future. A robust set of quantitative and qualitative data derived from surveys and interviews will enable the project team to determine faculty decision-making during course redesign and their perceptions of implementing the new teaching model, identify factors that support and hinder implementation of flipped teaching, and explore which factors are common to both institutions and which are specific to institutional type. The research team will use descriptive and inferential statistics to analyze pre/post surveys and thematic coding techniques to examine data from the interview transcripts. Additionally, the team will examine student grades and course completion rates, as well as student perceptions of the flipped teaching experience.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

翻转教学是一种教育方法，通过使用其他格式（如在线视频）将讲座从课堂时间转移到课外。这一变化为学生腾出了课堂时间，通过团队解决问题、处理真实数据和小组讨论等活动加深了他们的理解。尽管越来越多的证据表明，在翻转课堂中积极学习可以提高学生的学习和动力，但一些教师抵制这种方法。 这种阻力部分是由于缺乏对如何翻转课程的认识，以及对是否有足够的时间准备有效的课程材料的担忧。该项目将通过支持南伊利诺伊大学爱德华兹维尔分校和圣路易斯社区学院的教师队伍，帮助解决使用翻转课堂形式的障碍，在多个STEM部门开发和实施新的翻转课程。从项目活动研究中获得的结果将提供有关在不同STEM部门和不同类型机构广泛实施翻转课程所需的信息。在该项目的三年中，24名教师成功实施翻转教学，预计将提高STEM的保留率和成功率，包括保留历史上代表性不足的学生。通过严格的研究，该项目将检查教师的看法，态度和意图翻转他们的教室。该项目的三个总体研究目标是：1）教师如何理解和实施翻转教学？2)四年制硕士大学教师实施翻转教学与两年制社区大学教师实施翻转教学相比如何？3）在每种类型的机构中实施成功的翻转课堂的基本设计原则是什么？来自社区学院的六名教师和来自大学的六名教师将接受翻转教学的专业发展，并创建课前作业，课堂活动和学习评估。专业发展预计将增加教师的信心和技能翻转教学，使他们能够作为导师，以其他教师在未来。来自调查和访谈的一组强有力的定量和定性数据将使项目团队能够确定教师在课程重新设计过程中的决策以及他们对实施新教学模式的看法，确定支持和阻碍翻转教学实施的因素，并探索哪些因素是两个机构共同的，哪些是特定于机构类型的。研究团队将使用描述性和推理性统计来分析前/后调查，并使用主题编码技术来检查访谈记录中的数据。此外，该团队还将考察学生的成绩和课程完成率，以及学生对翻转教学体验的看法。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

The past, the present, and the future of flipped teaching

翻转教学的过去、现在和未来

• DOI: 10.1152/advan.00016.2022
• 发表时间: 2022
• 期刊: Advances in Physiology Education
• 影响因子: 2.1
• 作者: Gopalan, Chaya;Daughrity, Sheyenne;Hackmann, Elizabeth
• 通讯作者: Hackmann, Elizabeth

Faculty Perceptions of the Implementation of Flipped Teaching in Undergraduate STEM Courses Across Two Institutions

两所院校本科STEM课程实施翻转教学的教师感受

• DOI: 10.1096/fasebj.2020.34.s1.04602
• 发表时间: 2020
• 期刊: The FASEB Journal
• 作者: Givens, Adriana;Bracey, Georgia;Fickas, Julie;Bartels, Lynn;Locke, Sharon;Gopalan, Chaya
• 通讯作者: Gopalan, Chaya

Perceptions of Students toward Flipped Learning in the STEM Courses at a Two‐Year and a Four‐Year Institution

两年制和四年制院校 STEM 课程学生对翻转学习的看法

• DOI: 10.1096/fasebj.2022.36.s1.r5641
• 发表时间: 2022
• 期刊: The FASEB Journal
• 作者: Daughrity, Sheyenne;Dickey, Paige;Bracey, Georgia;Fickas, Julie;Bartels, Lynn;Locke, Sharon;Gopalan, Chaya
• 通讯作者: Gopalan, Chaya

Flipped Teaching Eased the Transition of Students to Online Learning During the COVID‐19 Pandemic

翻转教学让学生在 COVID-19 大流行期间轻松过渡到在线学习

• DOI: 10.1096/fasebj.2021.35.s1.04659
• 发表时间: 2021
• 期刊: The FASEB Journal
• 作者: Gopalan, Chaya;Onal, Sinan;Butts‐Wilmsmeyer, Carolyn;Dickey, Paige;Serrano, Charles;Bracey, Georgia;Bartels, Lynn;Locke, Sharon;Fickas, Julie
• 通讯作者: Fickas, Julie

The refinement of flipped teaching implementation to include retrieval practice

• DOI: 10.1152/advan.00143.2019
• 发表时间: 2020-06-01
• 期刊: ADVANCES IN PHYSIOLOGY EDUCATION
• 影响因子: 2.1
• 作者: Gopalan, Chaya;Fentem, Andrea;Rever, Anna L.
• 通讯作者: Rever, Anna L.