Testing a Flipped Classroom Model to Support Engaged Student Learning in Introductory Statistics

该项目旨在满足国家对高质量STEM教育的需求。 它打算通过提高学生在统计方面的参与和学习来做到这一点。 理解统计数据是STEM素养的重要组成部分，这种理解在决策中可能是有用的。 该项目将侧重于改进统计扫盲入门课程，以满足大学在数学方面的普通教育要求。 因此，该课程每年招收约1000名学生。 该项目预计，学生参与和学习这门课程将通过提供在线讲座，与课堂时间预留做问题和活动得到改善。 这种方法通常被称为“翻转”课堂。 由于统计学入门课程通常是通过单独的课堂讲座来教授的，因此该项目可以比较学生在使用翻转课堂的课程部分与使用传统讲座课堂的课程部分的表现。 因此，它有可能增加对学生如何学习统计数据以及在翻转课堂中学习的影响的理解。 项目目标包括：（a）确定翻转课堂模式是否对学生产生不同的影响;以及（B）如果出现这种差异，则提供这些差异的定量和定性措施。 项目团队将使用数据驱动的、基于证据的混合方法来评估翻转课堂模式的有效性。 它还将解决研究问题，包括：在何种程度上和以何种方式翻转课堂模式有助于学生的理解和表现在初级统计？ 研究和形成性评估的结果将被用来不断检查翻转课堂模式对学生学习和态度的有效性。 该项目将利用这一信息修改和完善课程内容，以提高课程实效。 总结性评价和反馈将基于课堂数据和学生态度工具。 这些结果将指导有效翻转入门统计课程的最终模型的开发，该模型将被传播，以便其他机构可以复制或调整它。该项目将考虑对学生群体的影响，包括STEM学科中通常代表性不足的群体的学生和第一代学生。 该项目得到了NSF改善本科STEM教育计划的支持：教育和人力资源，该计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need for high quality STEM education. It intends do so by improving student engagement and learning in statistics. Understanding statistics is an important part of STEM literacy, and such understanding can be useful in making decisions. The project will focus on improving an introductory statistical literacy course that meets the University’s general education requirement in mathematics. As a result, the course enrolls about 1000 students per year. The project expects that student engagement and learning in this course will be improved by providing online lectures, with classtime reserved for doing problems and activities. This approach is often called a “flipped” classroom. Since the introductory statistics course is usually taught through in-class lecture alone, the project can compare performance of students in course sections that use the flipped classroom versus sections that use the traditional lecture classroom. As a result, it has the potential to increase understanding about how students learn statistics and about the impact of learning in flipped classrooms. The project objectives include: (a) to determine whether the flipped classroom model differently impacts students; and (b) if such differences occur, to provide quantitative and qualitative measures of those differences. The project team will use a data-driven, evidence-based mixed methods approach to evaluate the effectiveness of the flipped classroom model. It will also address research questions, including: To what extent and in what ways does the flipped classroom model contribute to students’ understanding and performance in elementary statistics? Results from research and formative evaluation will be used to continuously examine the effectiveness of the flipped classroom model on student learning and attitudes. The project will use this information to modify and refine the course components to increase course effectiveness. Summative evaluation and feedback will be based on classroom data and student attitudinal instruments. These results will guide development of the final model of an effective flipped introductory statistics course, which will be disseminated so that other institutions can replicate or adapt it. The project will consider impacts on groups of students, including students from groups typically underrepresented in STEM disciplines and first-generation students. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources, which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.