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THE EFFECTS OF THE CLASSROOM FLIP ON THE LEARNING ENVIRONMENT: A COMPARISON OF LEARNING ACTIVITY IN A TRADITIONAL CLASSROOM AND A FLIP CLASSROOM THAT USED AN INTELLIGENT TUTORING SYSTEM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeremy F. Strayer, B.S., M.A.Ed. ***** The Ohio State University 2007 Dissertation Committee: Approved by Dr. Douglas T. Owens, Adviser ______________________________ Dr. Sigrid Wagner Adviser Graduate Program in Education Dr. Rick Voithofer

THE EFFECTS OF THE CLASSROOM FLIP ON THE LEARNING ...faculty.washington.edu/rvanderp/DLData/FlippingClassDis.pdfthe effects of the classroom flip on the learning environment: a comparison

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  • THE EFFECTS OF THE CLASSROOM FLIP ON THE LEARNING ENVIRONMENT: A COMPARISON OF

    LEARNING ACTIVITY IN A TRADITIONAL CLASSROOM AND A FLIP CLASSROOM THAT USED AN INTELLIGENT TUTORING SYSTEM

    DISSERTATION

    Presented in Partial Fulfillment of the Requirements for

    the Degree Doctor of Philosophy in the Graduate

    School of The Ohio State University

    By

    Jeremy F. Strayer, B.S., M.A.Ed.

    *****

    The Ohio State University

    2007

    Dissertation Committee: Approved by

    Dr. Douglas T. Owens, Adviser ______________________________

    Dr. Sigrid Wagner Adviser Graduate Program in Education Dr. Rick Voithofer

  • Cop

    yrig

    ht

    Jere

    my

    F. S

    tray

    er

    2007

  • ii

    AB

    ST

    RA

    CT

    Wit

    h th

    e ri

    se o

    f te

    chno

    log

    y us

    e in

    col

    lege

    cla

    ssro

    oms,

    man

    y pr

    ofe

    ssor

    s ar

    e op

    en

    to s

    truc

    turi

    ng t

    heir

    cla

    ssro

    oms

    in i

    nnov

    ativ

    e w

    ays.

    The

    cla

    ssro

    om f

    lip

    (or

    inve

    rted

    clas

    sroo

    m)

    is o

    ne s

    uch

    inno

    vati

    ve c

    lass

    room

    str

    uctu

    re t

    hat

    mov

    es t

    he l

    ectu

    re o

    utsi

    de t

    he

    clas

    sroo

    m v

    ia t

    echn

    olo

    gy

    and

    mov

    es h

    omew

    ork

    and

    prac

    tice

    wit

    h co

    ncep

    ts i

    nsid

    e th

    e

    clas

    sroo

    m v

    ia l

    earn

    ing

    acti

    viti

    es.

    Thi

    s re

    sear

    ch c

    ompa

    res

    the

    clas

    sroo

    m f

    lip

    and

    the

    trad

    itio

    nal

    lect

    ure/

    hom

    ewor

    k

    stru

    ctur

    e in

    tw

    o di

    ffer

    ent

    coll

    ege

    leve

    l in

    trod

    ucto

    ry s

    tati

    stic

    s cl

    assr

    oom

    s. I

    n t

    he c

    lass

    room

    flip

    cla

    ssro

    om, a

    n in

    tell

    igen

    t tu

    tori

    ng s

    yste

    m (

    ITS

    ) w

    as u

    sed

    to d

    eliv

    er t

    he l

    ectu

    re c

    onte

    nt

    outs

    ide

    the

    clas

    sroo

    m. S

    tude

    nts

    com

    plet

    ed a

    ctiv

    e le

    arni

    ng

    proj

    ects

    in

    the

    clas

    sroo

    m t

    hat

    ofte

    n re

    quir

    ed t

    he u

    se o

    f a

    spre

    adsh

    eet

    com

    pute

    r p

    rogr

    am t

    o he

    lp s

    tude

    nts

    wor

    k w

    ith

    the

    conc

    epts

    in

    the

    cou

    rse.

    In

    the

    lec

    ture

    /hom

    ewo

    rk c

    lass

    room

    , stu

    dent

    s at

    tend

    ed l

    ectu

    res

    on

    cour

    se c

    onte

    nt t

    hat

    incl

    uded

    Pow

    erP

    oint

    sli

    des,

    and

    the

    n st

    uden

    ts p

    ract

    iced

    wit

    h th

    e

    cour

    se c

    once

    pts

    by

    com

    ple

    ting

    hom

    ewor

    k fr

    om t

    hei

    r bo

    oks

    outs

    ide

    of c

    lass

    .

    The

    lea

    rnin

    g en

    viro

    nmen

    t an

    d th

    e le

    arni

    ng

    acti

    vity

    in

    both

    cla

    ssro

    oms

    are

    inve

    stig

    ated

    in

    this

    stu

    dy

    wit

    h re

    spec

    t to

    act

    ivit

    y th

    eory

    and

    lea

    rnin

    g en

    viro

    nmen

    ts

    rese

    arch

    . Stu

    dent

    s w

    ere

    give

    n th

    e C

    olle

    ge a

    nd U

    nive

    rsit

    y C

    lass

    room

    Env

    iro

    nmen

    t

    Inv

    ento

    ry (

    CU

    CE

    I) t

    o m

    easu

    re b

    oth

    thei

    r le

    arni

    ng

    envi

    ronm

    ent

    pref

    eren

    ces

    and

    thei

    r

    lear

    nin

    g en

    viro

    nmen

    t ex

    peri

    ence

    s. I

    n ad

    diti

    on, d

    ata

    wer

    e co

    llec

    ted

    via

    fiel

    d no

    tes,

  • ii

    i

    clas

    sroo

    m t

    rans

    crip

    ts, s

    tude

    nt i

    nter

    view

    s, s

    tude

    nt f

    ocus

    gro

    ups,

    res

    earc

    her

    jour

    nal

    entr

    ies,

    and

    stud

    ent

    refl

    ecti

    ons.

    The

    qua

    ntit

    ativ

    e da

    ta w

    ere

    anal

    yzed

    usi

    ng

    t-te

    sts

    and

    MA

    NO

    VA

    ,

    and

    the

    qual

    itat

    ive

    data

    wer

    e an

    alyz

    ed u

    sing

    gro

    unde

    d th

    eory

    met

    hods

    .

    The

    fin

    ding

    s o

    f th

    is r

    esea

    rch

    show

    tha

    t cl

    assr

    oom

    fli

    p st

    uden

    ts w

    ere

    less

    sat

    isfi

    ed

    wit

    h ho

    w t

    he s

    truc

    ture

    of

    the

    clas

    sroo

    m o

    rien

    ted

    them

    to

    the

    lear

    nin

    g ta

    sks

    in t

    he c

    ours

    e.

    The

    var

    iety

    of

    lear

    nin

    g ac

    tivi

    ties

    in

    the

    flip

    ped

    clas

    sroo

    m c

    ontr

    ibut

    ed t

    o an

    uns

    ettl

    edne

    ss

    amon

    g st

    uden

    ts t

    hat

    trad

    itio

    nal

    clas

    sroo

    m s

    tude

    nts

    did

    not

    expe

    rien

    ce. F

    inal

    ly, t

    he

    conc

    ept

    of s

    tude

    nt c

    om

    fort

    abil

    ity

    wit

    h l

    earn

    ing a

    ctiv

    ity

    is p

    rese

    nted

    and

    dev

    elop

    ed i

    n

    ligh

    t of

    lea

    rnin

    g en

    viro

    nm

    ents

    res

    earc

    h.

  • iv

    DE

    DIC

    AT

    ION

    Ded

    icat

    ed t

    o m

    y w

    ife

    and

    chil

    dren

    .

  • v

    A

    CK

    NO

    WL

    ED

    GM

    EN

    TS

    I fi

    rst

    wis

    h to

    tha

    nk m

    y d

    isse

    rtat

    ion

    com

    mit

    tee.

    Tha

    nks

    to D

    r. D

    ougl

    as O

    wen

    s

    who

    fre

    ely

    gave

    his

    sup

    por

    t an

    d ad

    vice

    ov

    er t

    he l

    ast

    9 ye

    ars.

    I w

    as a

    ble

    to c

    ompl

    ete

    this

    diss

    erta

    tion

    res

    earc

    h in

    lar

    ge m

    easu

    re b

    ecau

    se o

    f h

    is s

    tead

    y en

    cour

    agem

    ent.

    Dr.

    Sig

    rid

    Wag

    ner

    and

    Dr.

    Ric

    k V

    oit

    hofe

    r ha

    ve s

    har

    ed t

    hei

    r ex

    pert

    ise

    and

    giv

    en c

    riti

    cism

    and

    reco

    mm

    enda

    tion

    s, a

    nd t

    his

    dis

    sert

    atio

    n is

    str

    onge

    r be

    caus

    e o

    f it

    . Tha

    nk y

    ou.

    I al

    so w

    ant

    to t

    hank

    Dr.

    Hen

    ry S

    mit

    h an

    d D

    r. R

    andi

    e T

    impe

    for

    mak

    ing

    reso

    urce

    s

    avai

    labl

    e th

    at g

    ave

    me

    the

    free

    dom

    to

    purs

    ue m

    y do

    ctor

    al s

    tudi

    es. T

    hank

    s to

    Dr.

    Kar

    en

    Doe

    nge

    s an

    d D

    r. J

    ohn

    Noo

    nan

    for

    thei

    r p

    atie

    nce

    and

    enco

    urag

    emen

    t as

    the

    y’v

    e pi

    cked

    up

    my

    slac

    k an

    d su

    ppor

    ted

    me

    man

    y ti

    mes

    dur

    ing

    this

    pro

    cess

    .

    To

    Dr.

    Bre

    nita

    Nic

    hola

    s, M

    s. L

    iza

    Mau

    rer,

    and

    Ms.

    Jen

    Bra

    den,

    I s

    ay t

    hank

    yo

    u.

    You

    wer

    e m

    y ey

    es a

    nd e

    ars

    man

    y ti

    mes

    in

    this

    pro

    ject

    . Tha

    nk y

    ou f

    or y

    our

    cont

    ribu

    tion

    s

    that

    oft

    en i

    nfus

    ed t

    his

    rese

    arch

    wit

    h li

    fe. A

    ccor

    din

    gly,

    I w

    ish

    to t

    hank

    ev

    ery

    intr

    oduc

    tion

    to s

    tati

    stic

    s st

    uden

    t w

    ho p

    arti

    cipa

    ted

    in t

    his

    rese

    arch

    pro

    ject

    . You

    gav

    e ho

    nes

    t fe

    edb

    ack

    and

    wor

    ked

    har

    d to

    lea

    rn a

    sub

    ject

    tha

    t of

    ten

    tim

    es i

    s no

    one

    ’s f

    avor

    ite.

    Wit

    hout

    you

    , thi

    s

    proj

    ect

    wou

    ld n

    ever

    hav

    e ta

    ken

    shap

    e. I

    app

    reci

    ate

    you

    and

    adm

    ire

    your

    per

    seve

    ran

    ce.

    Tha

    nks

    to D

    r. R

    on W

    righ

    t, D

    r. R

    od B

    uch

    an, a

    nd M

    r. P

    aul

    Jone

    s. O

    ur t

    heol

    ogic

    al

    read

    ings

    and

    dis

    cuss

    ions

    in

    rece

    nt y

    ears

    hav

    e he

    lped

    me

    thin

    k an

    d w

    rite

    bet

    ter,

    and

    I o

    we

    you

    a d

    ebt

    of g

    rati

    tude

    . I

    valu

    e yo

    ur f

    rien

    dshi

    p im

    men

    sely

    .

  • vi

    Fin

    ally

    , I

    wan

    t to

    tha

    nk m

    y fa

    mil

    y. M

    om a

    nd D

    ad t

    hank

    s fo

    r yo

    ur l

    ove

    and

    supp

    ort

    over

    the

    yea

    rs. D

    an a

    nd J

    oan,

    tha

    nks

    for

    your

    enc

    oura

    gem

    ent

    and

    for

    shar

    ing

    a

    quie

    t an

    d be

    auti

    ful

    spac

    e in

    whi

    ch I

    cou

    ld w

    rite

    . Rod

    and

    Sue

    , tha

    nks

    for

    your

    enco

    urag

    emen

    t an

    d lo

    ve a

    s w

    ell.

    Lis

    a, y

    our

    love

    has

    sus

    tain

    ed m

    e m

    ore

    than

    you

    wil

    l ev

    er k

    now

    . Abb

    y, R

    ache

    l,

    and

    Eli

    jah,

    you

    r fa

    ith

    in m

    e an

    d yo

    ur p

    layf

    ul s

    piri

    ts h

    ave

    mad

    e m

    e sm

    ile

    on

    the

    ordi

    nary

    and

    the

    diff

    icul

    t da

    ys. T

    han

    ks f

    or g

    ivin

    g up

    pie

    ces

    of y

    our

    husb

    and

    / da

    ddy

    so I

    cou

    ld

    take

    thi

    s im

    port

    ant

    step

    .

  • vi

    i

    V

    ITA

    Ju

    ne 4

    , 197

    2...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ....B

    orn

    in P

    orts

    mou

    th, O

    H

    1995

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ..B

    .S.,

    Mat

    hem

    atic

    s/S

    econ

    dary

    Edu

    cati

    on

    A

    sbur

    y C

    olle

    ge

    1996

    -199

    7...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .Adj

    unct

    Pro

    fess

    or

    M

    ount

    Ver

    non

    Naz

    aren

    e U

    nive

    rsit

    y 19

    97...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .....

    M.A

    .Ed.

    , Cur

    ricu

    lum

    an

    d In

    stru

    ctio

    n

    Mou

    nt V

    erno

    n N

    azar

    ene

    Uni

    vers

    ity

    1997

    -199

    9...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .Ins

    tru

    ctor

    of

    Mat

    hem

    atic

    s

    Mou

    nt V

    erno

    n N

    azar

    ene

    Uni

    vers

    ity

    2000

    -pre

    sent

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .Ass

    ista

    nt P

    rofe

    ssor

    of

    Mat

    hem

    atic

    s

    Mou

    nt V

    erno

    n N

    azar

    ene

    Uni

    vers

    ity

    P

    UB

    LIC

    AT

    ION

    S

    Res

    earc

    h P

    ubli

    cati

    ons

    1.

    Els

    tak,

    I.,

    Ric

    e, G

    ., S

    tray

    er, J

    ., &

    Wei

    ss,

    L. (

    2000

    ). D

    isse

    rtat

    ions

    in

    mat

    hem

    atic

    s ed

    ucat

    ion

    repo

    rted

    in

    2000

    . In

    M.K

    . Ree

    d &

    D.T

    . O

    wen

    s (E

    ds.)

    , Res

    earc

    h i

    n

    math

    emati

    cs e

    duca

    tion 2

    000

    (p.

    1-40

    ). C

    olum

    bus,

    OH

    : E

    RIC

    Cle

    arin

    ghou

    se f

    or S

    cien

    ce,

    Mat

    hem

    atic

    s, a

    nd E

    nvir

    onm

    enta

    l E

    duca

    tion

    . 2.

    S

    tray

    er, J

    . (19

    97).

    Mor

    alit

    y as

    sess

    men

    t in

    the

    cla

    ssro

    om. M

    ount

    Ver

    non N

    aza

    rene

    Coll

    ege

    gra

    duate

    rev

    iew

    , 1

    (1),

    29-

    30.

    F

    IEL

    DS

    OF

    ST

    UD

    Y

    Maj

    or F

    ield

    : E

    duca

    tion

  • vi

    ii

    TA

    BL

    E O

    F C

    ON

    TE

    NT

    S

    P

    age

    AB

    ST

    RA

    CT

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ii

    DE

    DIC

    AT

    ION

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .iv

    AC

    KN

    OW

    LE

    DG

    ME

    NT

    S...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .....

    v

    VIT

    A...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    vii

    LIS

    T O

    F T

    AB

    LE

    S...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ....x

    i

    LIS

    T O

    F F

    IGU

    RE

    S...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .xii

    CH

    AP

    TE

    RS

    :

    1.

    INT

    RO

    DU

    CT

    ION

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ..1

    Inv

    esti

    gati

    ons

    wit

    h th

    e C

    lass

    room

    Fli

    p....

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ...2

    The

    Thi

    nkw

    ell

    Pil

    ot S

    tudy

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ..4

    Met

    hods

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .5

    Res

    ults

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ...5

    Con

    clus

    ions

    ......

    ......

    ......

    ......

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    .30

    2.3

    Vyg

    otsk

    y’s

    mod

    el f

    or

    med

    iate

    d ac

    tivi

    ty...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .38

    2.4

    Mod

    ern

    refo

    rmul

    atio

    n of

    Vyg

    otsk

    y’s

    mod

    el...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    39

    2.5

    The

    str

    uctu

    re o

    f a

    hum

    an a

    ctiv

    ity

    syst

    em...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .....4

    0 2.

    6 H

    iera

    rch

    y of

    act

    ivit

    y...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    .43

    2.7

    Tw

    o in

    tera

    ctin

    g ac

    tivi

    ty s

    yste

    ms

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ...45

    2.

    8 A

    mod

    el o

    f th

    e re

    lati

    onsh

    ip b

    etw

    een

    envi

    ronm

    enta

    l an

    d pe

    rson

    al

    vari

    able

    s an

    d st

    uden

    t st

    abil

    ity

    and

    chan

    ge...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ....4

    9 3.

    1 F

    ram

    ewor

    k fo

    r re

    view

    of

    lite

    ratu

    re...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ...52

    6.

    1 A

    mod

    el o

    f th

    e re

    lati

    onsh

    ip b

    etw

    een

    envi

    ronm

    enta

    l an

    d pe

    rson

    al

    vari

    able

    s an

    d st

    uden

    t st

    abil

    ity

    and

    chan

    ge...

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ..193

    6.

    2 T

    he s

    truc

    ture

    of

    a hu

    man

    act

    ivit

    y sy

    stem

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    ......

    194

    6.3

    Stu

    dent

    com

    fort

    abil

    ity,

    the

    cla

    ssro

    om s

    truc

    ture

    , and

    lea

    rnin

    g ac

    tivi

    ty...

    ......

    ......

    195

  • 1

    CH

    AP

    TE

    R 1

    INT

    RO

    DU

    CT

    ION

    Man

    y co

    lleg

    e an

    d un

    iver

    sity

    pro

    fess

    ors

    des

    ire

    to c

    hang

    e th

    eir

    inst

    ruct

    iona

    l st

    yle

    from

    tra

    diti

    onal

    lec

    ture

    to

    a m

    ore

    acti

    ve, s

    tude

    nt-c

    ente

    red

    styl

    e th

    rou

    gh t

    he u

    se o

    f gr

    oup

    proj

    ects

    , dis

    cove

    ry a

    ctiv

    itie

    s, e

    xpe

    rim

    ents

    , and

    cla

    ss p

    rese

    ntat

    ions

    (B

    aker

    , 20

    00).

    Unt

    il

    rece

    ntly

    , how

    ever

    , som

    e pr

    ofes

    sors

    fea

    red

    they

    wou

    ld s

    acri

    fice

    cou

    rse

    con

    tent

    if

    they

    util

    ized

    suc

    h ac

    tive

    lea

    rnin

    g te

    chni

    ques

    dur

    ing

    clas

    s. W

    ith

    the

    incr

    ease

    d av

    aila

    bili

    ty o

    f

    web

    -bas

    ed i

    nstr

    ucti

    onal

    tec

    hnol

    ogi

    es l

    ike

    Web

    CT

    and

    Bla

    ckbo

    ard

    duri

    ng t

    he l

    ate

    1990

    s,

    prof

    esso

    rs b

    egan

    pro

    vidi

    ng s

    tude

    nts

    wit

    h ac

    cess

    to

    cour

    se c

    onte

    nt v

    ia v

    ideo

    and

    Pow

    erP

    oint

    lec

    ture

    s ou

    tsid

    e th

    e cl

    assr

    oom

    (L

    age

    & P

    latt

    , 200

    0). W

    ith

    the

    deli

    very

    of

    cour

    se c

    onte

    nt s

    ecur

    ed v

    ia t

    echn

    olo

    gy,

    pro

    fess

    ors

    felt

    fre

    er t

    o in

    trod

    uce

    acti

    viti

    es i

    nsid

    e

    the

    clas

    sroo

    m t

    hat

    wou

    ld g

    ive

    stud

    ents

    the

    opp

    ortu

    nity

    to

    enga

    ge m

    ater

    ial

    in a

    n

    envi

    ronm

    ent

    whe

    re o

    ther

    stu

    dent

    s an

    d th

    e pr

    ofes

    sor

    are

    pre

    sent

    to

    aid

    in t

    he

    lear

    nin

    g

    proc

    ess.

    Thi

    s ch

    ange

    in

    how

    cou

    rse

    cont

    ent

    is i

    ntro

    duce

    d to

    and

    en

    gage

    d b

    y st

    uden

    ts i

    s a

    sign

    ific

    ant

    dep

    artu

    re f

    rom

    the

    lec

    ture

    -hom

    ewor

    k cy

    cle

    foun

    d in

    mor

    e tr

    adit

    iona

    l

    clas

    sroo

    ms.

    Per

    haps

    the

    mos

    t st

    riki

    ng d

    epar

    ture

    is

    the

    phys

    ical

    loc

    atio

    n of

    whe

    re t

    he

    intr

    oduc

    tion

    and

    dee

    per

    enga

    gem

    ent

    wit

    h th

    e m

    ater

    ial

    occu

    rs. T

    radi

    tion

    ally

    , th

    e

    intr

    oduc

    tion

    is

    give

    n in

    cla

    ss t

    hrou

    gh a

    lec

    ture

    , an

    d th

    e de

    eper

    en

    gage

    men

    t oc

    curs

    out

    side

  • 2

    of c

    lass

    thr

    ough

    hom

    ewo

    rk.

    In t

    he a

    bov

    e de

    scri

    ptio

    n, h

    owev

    er, t

    he

    intr

    oduc

    tion

    occ

    urs

    outs

    ide

    of c

    lass

    and

    the

    eng

    agem

    ent

    occu

    rs i

    nsid

    e th

    e cl

    assr

    oom

    . Res

    earc

    her

    s ha

    ve c

    ome

    to d

    ub t

    his

    flip

    ping

    of

    wh

    at i

    s tr

    adit

    iona

    lly

    done

    in

    side

    and

    out

    side

    the

    cla

    ssro

    om t

    he

    “cla

    ssro

    om f

    lip”

    (B

    aker

    , 20

    00)

    or t

    he “

    inve

    rted

    cla

    ssro

    om”

    (Lag

    e &

    Pla

    tt, 2

    000;

    Lag

    e,

    Pla

    tt, &

    Tre

    glia

    , 200

    0).

    Fig

    ure

    1.1

    . The

    cla

    ssro

    om

    fli

    p (B

    aker

    & M

    entc

    h, 2

    000,

    n.p

    .) (

    Use

    d w

    ith

    perm

    issi

    on.)

    In

    ves

    tiga

    tion

    s w

    ith

    the

    Cla

    ssro

    om F

    lip

    I

    wan

    t to

    tak

    e a

    few

    mom

    ents

    to

    trac

    e m

    y in

    volv

    emen

    t w

    ith

    tech

    nolo

    gy

    in t

    he

    clas

    sroo

    m a

    nd h

    ow I

    cam

    e to

    be

    inte

    rest

    ed i

    n th

    e cl

    assr

    oom

    fli

    p. I

    n 19

    98,

    I be

    gan

    usin

    g

    Pow

    erP

    oint

    and

    web

    pag

    es a

    s in

    stru

    ctio

    nal

    aids

    in

    my

    intr

    oduc

    tion

    to

    stat

    isti

    cs c

    ours

    es.

    Thi

    s m

    arke

    d th

    e be

    ginn

    ing

    of m

    y ev

    eryd

    ay c

    omp

    uter

    use

    in

    the

    clas

    sroo

    m.

    In t

    he s

    pri

    ng

    sem

    este

    r of

    200

    1, I

    rep

    lace

    d th

    e pa

    per

    tex

    tboo

    k in

    my

    prec

    alcu

    lus

    cour

    se w

    ith

    a C

    D-

    RO

    M v

    ideo

    lec

    ture

    “te

    xtb

    ook”

    cal

    led

    Thi

    nkw

    ell

    (see

    htt

    p://

    ww

    w.t

    hink

    wel

    l.co

    m f

    or m

    ore

    info

    rmat

    ion)

    . Out

    side

    of

    clas

    s, s

    tude

    nts

    wat

    ched

    pre

    calc

    ulus

    lec

    ture

    s an

    d co

    mpl

    eted

  • 3

    onli

    ne m

    ulti

    ple-

    choi

    ce e

    xer

    cise

    s fo

    r ho

    mew

    ork.

    Whe

    n st

    uden

    ts c

    ame

    to c

    lass

    , we

    wor

    ked

    on m

    ore

    diff

    icul

    t pr

    ecal

    culu

    s pr

    oble

    ms

    in s

    mal

    l gr

    oups

    . Wit

    hout

    giv

    ing

    it a

    nam

    e, I

    was

    foll

    owin

    g th

    e fo

    rmat

    of

    the

    clas

    sroo

    m f

    lip:

    int

    rodu

    ctio

    n of

    mat

    eria

    l ou

    tsid

    e cl

    ass

    usin

    g

    com

    pute

    r te

    chno

    log

    y, a

    nd

    acti

    ve p

    arti

    cip

    atio

    n in

    side

    cla

    ss.

    Lat

    er, i

    n a

    2002

    new

    slet

    ter,

    Thi

    nkw

    ell

    mad

    e re

    fere

    nce

    to h

    ow t

    heir

    pro

    duct

    can

    be

    used

    in

    an “

    inve

    rted

    cla

    ssro

    om”

    sett

    ing

    (Thi

    nkw

    ell,

    200

    2).

    In J

    une

    of 2

    001,

    I p

    arti

    cipa

    ted

    in a

    sum

    mer

    tra

    inin

    g in

    stit

    ute

    whe

    re I

    lea

    rned

    how

    to u

    se a

    cou

    rsew

    are

    man

    agem

    ent

    syst

    em (

    CM

    S)

    (see

    App

    endi

    x A

    for

    a c

    om

    plet

    e li

    st o

    f

    acro

    nym

    s us

    ed i

    n th

    is d

    ocum

    ent)

    cal

    led

    Bla

    ckbo

    ard.

    Bla

    ckbo

    ard

    (and

    oth

    er C

    MS

    ) is

    a

    com

    pute

    r sy

    stem

    des

    igne

    d to

    hel

    p pr

    ofes

    sors

    dev

    elop

    an

    inte

    ract

    ive

    web

    pag

    e fo

    r us

    e in

    the

    clas

    sroo

    m. P

    rofe

    ssor

    s an

    d st

    uden

    ts c

    an e

    xch

    ange

    com

    pute

    r fi

    les

    (tex

    t, v

    ideo

    , and

    audi

    o), a

    nd p

    rofe

    ssor

    s ca

    n se

    t up

    ele

    ctro

    nic

    disc

    ussi

    on b

    oard

    s, g

    ive

    stud

    ents

    on-

    line

    quiz

    zes,

    and

    man

    age

    thei

    r gr

    ade

    book

    s on

    line

    (am

    ong

    a ho

    st o

    f ot

    her

    thi

    ngs)

    . I

    firs

    t he

    ard

    of t

    he c

    lass

    room

    fli

    p du

    ring

    thi

    s tr

    aini

    ng

    inst

    itut

    e, a

    nd t

    he a

    dmin

    istr

    atio

    n at

    the

    uni

    vers

    ity

    whe

    re I

    tau

    ght

    enco

    ura

    ged

    me

    to t

    ry i

    t us

    ing

    Bla

    ckbo

    ard.

    The

    fol

    low

    ing

    spri

    ng s

    emes

    ter

    (200

    2),

    I ex

    plor

    ed t

    he c

    lass

    room

    fli

    p id

    ea f

    urth

    er

    by

    vide

    otap

    ing

    mys

    elf

    teac

    hin

    g a

    lect

    ure

    that

    cov

    ered

    a c

    hap

    ter

    in m

    y In

    tro

    duct

    ion

    to

    Sta

    tist

    ics

    cour

    se. S

    tude

    nts

    view

    ed t

    his

    lect

    ure

    for

    hom

    ewor

    k an

    d co

    mpl

    eted

    a p

    roje

    ct

    duri

    ng c

    lass

    for

    tha

    t ch

    apte

    r. I

    col

    lect

    ed s

    mal

    l am

    oun

    ts o

    f da

    ta i

    n bo

    th t

    he T

    hink

    wel

    l

    Pre

    calc

    ulus

    cla

    ss a

    nd t

    he I

    ntro

    duct

    ion

    to S

    tati

    stic

    s cl

    ass

    wit

    h vi

    deot

    aped

    lec

    ture

    . The

    resu

    lts

    of t

    hese

    pil

    ot s

    tudi

    es g

    uide

    d m

    y th

    inki

    ng a

    t th

    e be

    ginn

    ing

    of m

    y di

    sser

    tati

    on

    rese

    arch

    . Th

    ey a

    re s

    umm

    ariz

    ed b

    elow

    .

  • 4

    The

    Thin

    kwel

    l P

    ilot

    Stu

    dy

    In

    the

    sp

    rin

    g se

    mes

    ter

    of

    2001

    , I

    used

    the

    Thi

    nkw

    ell

    vide

    o le

    ctur

    e se

    ries

    and

    web

    -

    base

    d ho

    mew

    ork

    syst

    em (

    rath

    er t

    han

    a p

    aper

    tex

    tboo

    k) a

    s th

    e pr

    imar

    y le

    arn

    ing

    reso

    urc

    e

    in m

    y pr

    ecal

    culu

    s cl

    ass.

    The

    cla

    ss w

    as m

    ade

    up o

    f 15

    stu

    dent

    s: 7

    fem

    ale

    and

    8 m

    ale.

    The

    clas

    s m

    et 3

    tim

    es p

    er w

    eek

    and

    stud

    ents

    wer

    e re

    qui

    red

    to w

    atch

    an

    hou

    r of

    vid

    eo l

    ectu

    re

    and

    com

    plet

    e m

    ulti

    ple

    choi

    ce h

    omew

    ork

    assi

    gnm

    ents

    on

    the

    web

    bef

    ore

    co

    min

    g to

    eac

    h

    clas

    s se

    ssio

    n. W

    hen

    stud

    ents

    ans

    wer

    ed e

    ach

    hom

    ewor

    k qu

    esti

    on, t

    he s

    yste

    m i

    mm

    edia

    tely

    told

    stu

    dent

    s if

    the

    ir r

    espo

    nse

    was

    co

    rrec

    t. I

    f th

    e st

    uden

    t ha

    d re

    spon

    ded

    inc

    orre

    ctly

    , the

    syst

    em g

    ave

    an e

    xpl

    anat

    ion

    as t

    o th

    e pr

    obab

    le m

    ista

    ke t

    hey

    mad

    e an

    d pr

    ovid

    ed t

    he

    corr

    ect

    answ

    er a

    lon

    g w

    ith

    a br

    ief

    just

    ific

    atio

    n fo

    r th

    at a

    nsw

    er.

    At

    the

    begi

    nnin

    g of

    eac

    h cl

    ass

    mee

    tin

    g, I

    wou

    ld c

    ond

    uct

    a sh

    ort

    ques

    tion

    an

    d

    answ

    er s

    essi

    on o

    ver

    the

    assi

    gnm

    ent

    that

    was

    due

    tha

    t da

    y. T

    hen,

    I w

    ould

    han

    d ou

    t

    chal

    len

    gin

    g pr

    oble

    ms

    (sim

    ilar

    to

    the

    mor

    e co

    mpl

    ex p

    robl

    ems

    they

    did

    fo

    r h

    omew

    ork)

    fo

    r

    stud

    ents

    to

    com

    plet

    e in

    pai

    rs.

    I w

    ould

    flo

    at a

    roun

    d t

    he r

    oom

    to

    answ

    er q

    ues

    tion

    s an

    d

    prov

    ide

    hint

    s to

    hel

    p st

    uden

    ts s

    olve

    the

    se m

    ore

    diff

    icul

    t pr

    oble

    ms.

    I h

    ad a

    thr

    ee-f

    old

    mot

    ivat

    ion

    for

    stru

    ctur

    ing

    clas

    s th

    is w

    ay.

    Fir

    st,

    I ha

    d di

    ffic

    ulty

    in p

    revi

    ous

    cour

    ses

    gett

    ing

    stud

    ents

    to

    read

    the

    ir m

    athe

    mat

    ics

    tex

    tboo

    ks b

    efor

    e co

    min

    g to

    clas

    s, a

    nd I

    wan

    ted

    to s

    ee i

    f vi

    deo

    lect

    ures

    cou

    ld s

    uffi

    cien

    tly

    intr

    oduc

    e st

    uden

    ts t

    o

    conc

    epts

    and

    get

    the

    m r

    ead

    y to

    wo

    rk w

    ith

    mor

    e in

    volv

    ed m

    athe

    mat

    ics

    in t

    he c

    lass

    room

    .

    Sec

    ond,

    sin

    ce t

    his

    clas

    s w

    as a

    n 8:

    00 a

    .m. c

    lass

    , I

    wan

    ted

    to g

    ive

    stud

    ents

    con

    trol

    ove

    r

    when

    the

    y w

    ere

    pres

    ente

    d w

    ith

    new

    inf

    orm

    atio

    n. I

    had

    wat

    ched

    too

    man

    y st

    uden

    ts

    stru

    ggle

    to

    stay

    aw

    ake

    thro

    ugh

    earl

    y m

    orni

    ng

    lect

    ures

    and

    hop

    ed t

    hat

    giv

    ing

    stud

    ents

    cont

    rol

    over

    wh

    en t

    hey

    cons

    ider

    ed n

    ew i

    dea

    s w

    ould

    pro

    ve p

    rodu

    ctiv

    e. F

    inal

    ly,

    I ho

    ped

  • 5

    the

    imm

    edia

    te f

    eedb

    ack

    of t

    he w

    eb-b

    ased

    hom

    ewor

    k w

    ould

    hel

    p st

    uden

    ts a

    s th

    ey w

    orke

    d

    to u

    nder

    stan

    d th

    e m

    athe

    mat

    ical

    con

    cept

    s in

    the

    cou

    rse.

    Met

    hods

    A

    t th

    e ti

    me

    I w

    as t

    each

    ing

    this

    pre

    calc

    ulus

    cou

    rse,

    I w

    as a

    lso

    expl

    orin

    g re

    sear

    ch

    that

    dea

    lt w

    ith

    tech

    nolo

    gy a

    nd e

    duca

    tion

    . The

    mes

    of

    inte

    rest

    to

    me

    in t

    his

    lite

    ratu

    re d

    ealt

    wit

    h co

    ntro

    l ov

    er l

    earn

    ing,

    stu

    dent

    con

    fide

    nce

    wit

    h th

    e co

    mpu

    ter,

    stu

    dent

    ent

    husi

    asm

    ,

    conn

    ecti

    ons

    to p

    eopl

    e ra

    ther

    tha

    n m

    achi

    nes

    , and

    the

    nee

    d fo

    r a

    phys

    ical

    cla

    ssro

    om.

    I

    deve

    lope

    d a

    ques

    tion

    nair

    e th

    at a

    ddre

    ssed

    som

    e of

    the

    se t

    hem

    es (

    see

    App

    endi

    x B

    ), a

    nd a

    t

    mid

    term

    I a

    dmin

    iste

    red

    this

    que

    stio

    nnai

    re t

    o ge

    t fe

    edba

    ck f

    rom

    stu

    dent

    s ab

    out

    thei

    r

    expe

    rien

    ce i

    n th

    is u

    niqu

    e cl

    assr

    oom

    set

    ting

    . All

    of

    the

    ques

    tion

    s on

    the

    que

    stio

    nnai

    re

    wer

    e ca

    tego

    rica

    l in

    nat

    ure,

    so

    I us

    ed t

    he c

    hi-s

    quar

    e te

    st s

    tati

    stic

    as

    a to

    ol t

    o lo

    ok f

    or

    sign

    ific

    ant

    rela

    tion

    ship

    s am

    ong

    thes

    e th

    emes

    .

    Res

    ult

    s

    In t

    he T

    hink

    wel

    l pr

    ecal

    culu

    s cl

    ass,

    stu

    dent

    s w

    ere

    even

    ly s

    plit

    (7

    to 7

    ) in

    the

    ir

    opin

    ion

    of w

    heth

    er t

    he t

    echn

    olog

    y ga

    ve t

    hem

    mor

    e or

    les

    s co

    ntro

    l ov

    er t

    heir

    lea

    rnin

    g in

    the

    cour

    se. T

    her

    e w

    as a

    lso

    a sp

    lit

    (i.e

    . the

    re w

    as n

    o si

    gnif

    ican

    t st

    atis

    tica

    l di

    ffer

    ence

    )

    amon

    g th

    e st

    uden

    ts a

    s to

    whe

    ther

    tec

    hnol

    ogy

    gave

    the

    m a

    wor

    se (

    9 st

    uden

    ts)

    or b

    ette

    r (5

    stud

    ents

    ) op

    port

    unit

    y to

    mas

    ter

    prec

    alcu

    lus.

    Sin

    ce T

    hink

    wel

    l ga

    ve

    stud

    ents

    : (1

    ) th

    e

    free

    dom

    to

    man

    ipul

    ate

    the

    vide

    o le

    ctur

    es (

    to r

    epla

    y or

    ski

    p ov

    er s

    ecti

    ons)

    , (2

    ) th

    e

    free

    dom

    to

    choo

    se t

    he t

    ime

    whe

    n th

    ey v

    iew

    ed t

    he v

    ideo

    lec

    ture

    s, a

    nd (

    3) i

    mm

    edia

    te

    feed

    back

    on

    hom

    ewo

    rk q

    uest

    ions

    , I

    was

    ini

    tial

    ly s

    urpr

    ised

    by

    thes

    e su

    rvey

    res

    ults

    .

    How

    ever

    , as

    I re

    flec

    ted

    on

    conv

    ersa

    tion

    s I

    had

    wit

    h st

    uden

    ts t

    hrou

    ghou

    t th

    e se

    mes

    ter

    and

    anal

    yzed

    wri

    tten

    com

    men

    ts o

    n th

    e su

    rvey

    s, I

    beg

    an t

    o se

    e po

    tent

    ial

    expl

    anat

    ions

    for

    the

    se

  • 6

    resu

    lts.

    On

    the

    wri

    tten

    po

    rtio

    n of

    the

    que

    stio

    nnai

    re, h

    alf

    of t

    he s

    tude

    nts

    stat

    ed t

    hey

    love

    d

    havi

    ng c

    ontr

    ol o

    ver

    the

    vid

    eo l

    ectu

    res

    and

    free

    dom

    to

    choo

    se w

    hen

    they

    wou

    ld v

    iew

    lect

    ures

    and

    com

    plet

    e ho

    mew

    ork.

    How

    ever

    , man

    y st

    uden

    ts r

    ecou

    nted

    pro

    blem

    s w

    ith

    tech

    nolo

    gy

    that

    hur

    t th

    em i

    n th

    e le

    arni

    ng p

    roce

    ss. A

    few

    stu

    dent

    s ha

    d ac

    cess

    onl

    y to

    old

    er

    com

    pute

    rs, a

    nd t

    his

    caus

    ed t

    he v

    ideo

    lec

    ture

    s to

    per

    iodi

    call

    y ha

    ng

    up a

    nd t

    hen

    jum

    p

    ahea

    d. T

    hes

    e di

    ffic

    ulti

    es m

    ade

    view

    ing

    the

    lect

    ure

    a fr

    ustr

    atin

    g ex

    peri

    ence

    for

    the

    se

    stud

    ents

    . A c

    oupl

    e of

    stu

    dent

    s co

    mpl

    aine

    d of

    nee

    ding

    to

    cons

    tant

    ly t

    roub

    lesh

    oot

    tech

    nolo

    gy

    issu

    es (

    one

    stud

    ent

    wro

    te, “

    it t

    akes

    mo

    re t

    ime

    to f

    ix t

    echn

    olog

    y pr

    oble

    ms

    than

    to a

    ctua

    lly

    do t

    he

    hom

    ewor

    k”),

    whi

    le o

    ther

    s ac

    tual

    ly e

    xpe

    rien

    ced

    head

    ach

    es f

    rom

    spen

    ding

    lon

    g pe

    riod

    s of

    tim

    e w

    atch

    ing

    the

    com

    pute

    r sc

    reen

    . Man

    y st

    uden

    ts m

    enti

    oned

    how

    fru

    stra

    tin

    g it

    was

    to

    not

    be a

    ble

    to a

    sk t

    he p

    rofe

    ssor

    on

    the

    vide

    o a

    sim

    ple

    ques

    tion

    ,

    and

    alm

    ost

    all

    stud

    ents

    at

    one

    poin

    t or

    ano

    ther

    in

    the

    sem

    este

    r st

    ress

    ed h

    ow i

    ncon

    veni

    ent

    it w

    as t

    o ha

    ve t

    o be

    con

    nec

    ted

    to t

    he I

    nter

    net

    to c

    om

    plet

    e th

    eir

    mul

    tipl

    e ch

    oice

    hom

    ewor

    k

    assi

    gnm

    ents

    .

    Tak

    en t

    oge

    ther

    , the

    se p

    robl

    ems

    pres

    ent

    a m

    ount

    ain

    of t

    echn

    ical

    dif

    ficu

    ltie

    s

    stud

    ents

    mus

    t cl

    imb

    to b

    e su

    cces

    sful

    in

    the

    cou

    rse.

    The

    se d

    iffi

    cult

    ies

    expl

    ain

    stud

    ents

    resp

    onse

    s to

    the

    que

    stio

    n t

    hat

    aske

    d w

    heth

    er t

    hey

    wer

    e en

    thus

    iast

    ic o

    r he

    sita

    nt a

    bout

    usin

    g te

    chno

    log

    y in

    thi

    s co

    urse

    at

    the

    beg

    inni

    ng o

    f th

    e se

    mes

    ter

    ver

    sus

    at m

    idte

    rm.

    Tw

    elve

    stu

    dent

    s re

    port

    ed b

    eing

    ent

    husi

    asti

    c ab

    out

    tech

    nolo

    gy

    use

    at t

    he b

    egin

    ning

    of

    the

    term

    whi

    le o

    nly

    4 re

    port

    ed b

    eing

    ent

    husi

    asti

    c ab

    out

    tech

    nolo

    gy

    use

    at m

    idte

    rm. T

    hese

    resu

    lts

    show

    a s

    igni

    fica

    nt s

    hift

    in

    the

    stud

    ents

    ’ op

    inio

    ns o

    f te

    chno

    log

    y us

    e fr

    om t

    he

    begi

    nnin

    g of

    the

    sem

    este

    r to

    mid

    term

    (p <

    0.0

    1).

    The

    fru

    stra

    tion

    wit

    h te

    chno

    log

    y is

    appa

    rent

    in

    this

    stu

    dent

    ’s c

    omm

    ent

    from

    the

    wri

    tten

    por

    tion

    of

    the

    ques

    tion

    nair

    e:

  • 7

    Tec

    hnol

    og

    y m

    akes

    thi

    ngs

    go

    fast

    er a

    nd i

    s m

    uch

    easi

    er, b

    ut t

    here

    are

    mor

    e dr

    awba

    cks

    from

    tec

    hnol

    ogy

    than

    pos

    itiv

    e th

    ings

    . In

    thi

    s co

    urse

    , I

    feel

    tec

    hnol

    ogy

    is a

    dra

    wba

    ck.

    I am

    not

    lea

    rnin

    g… t

    here

    is

    no b

    enef

    it i

    n us

    ing

    tech

    nolo

    gy

    in t

    his

    cour

    se. P

    lus,

    it

    is m

    ore

    of a

    has

    sle

    [tha

    n] j

    ust

    gett

    ing

    out

    the

    tex

    tboo

    k an

    d do

    ing

    the

    hom

    ewor

    k.

    In t

    he q

    ues

    tion

    s th

    at m

    easu

    red

    rela

    tion

    ship

    dev

    elop

    men

    t in

    the

    cla

    ss, n

    one

    of t

    he

    stud

    ents

    res

    pond

    ed t

    hat

    they

    fel

    t m

    ore

    conn

    ecte

    d in

    the

    ir r

    elat

    ions

    hips

    wit

    h th

    e pr

    ofes

    sor

    or o

    ther

    stu

    dent

    s in

    thi

    s cl

    ass

    than

    the

    y do

    in

    thei

    r ot

    her

    clas

    ses.

    In

    an e

    ven

    spl

    it, 7

    stud

    ents

    sai

    d th

    ey f

    elt

    the

    sam

    e le

    vel

    of c

    onne

    cted

    ness

    to

    othe

    r st

    uden

    ts i

    n th

    is c

    lass

    as

    com

    pare

    d to

    the

    ir o

    ther

    cla

    sses

    and

    8 s

    tude

    nts

    said

    the

    y fe

    lt l

    ess

    conn

    ecte

    d. H

    owev

    er,

    stud

    ents

    rep

    orte

    d 11

    to

    4 th

    at t

    hey

    felt

    les

    s co

    nnec

    ted

    wit

    h th

    e pr

    ofes

    sor

    in t

    his

    clas

    s th

    an

    in t

    heir

    oth

    er c

    lass

    es. T

    his

    resu

    lt w

    as m

    oder

    atel

    y si

    gnif

    ican

    t (p

    < 0

    .10)

    wh

    en c

    ompa

    red

    to

    an e

    xpe

    cted

    res

    pons

    e of

    the

    cla

    ss b

    ein

    g sp

    lit

    even

    ly b

    etw

    een

    the

    sam

    e an

    d le

    ss c

    onne

    cted

    .

    One

    stu

    dent

    fel

    t so

    str

    ongl

    y ab

    out

    the

    impo

    rtan

    ce o

    f be

    ing

    conn

    ecte

    d to

    the

    pro

    fess

    or t

    hat

    all

    he w

    rote

    on

    the

    wri

    tten

    por

    tion

    of

    the

    surv

    ey w

    as, “

    Eve

    ryth

    ing

    is 3

    .” T

    he

    thir

    d

    ques

    tion

    on

    the

    surv

    ey w

    as t

    he q

    uest

    ion

    that

    ask

    ed a

    bout

    con

    nect

    edne

    ss t

    o th

    e pr

    ofes

    sor.

    Fin

    ally

    , th

    e is

    sue

    of t

    he n

    eed

    for

    a ph

    ysic

    al c

    lass

    room

    was

    rai

    sed

    in 3

    of

    the

    stud

    ents

    ’ w

    ritt

    en r

    espo

    nses

    and

    in

    conv

    ersa

    tion

    s w

    ith

    stud

    ents

    thr

    ough

    out

    the

    sem

    este

    r.

    Stu

    dent

    s co

    mm

    ente

    d th

    at c

    lass

    was

    red

    unda

    nt, b

    orin

    g, o

    r ev

    en a

    was

    te o

    f ti

    me.

    As

    one

    stud

    ent

    wro

    te, “

    Cla

    ss c

    an g

    et a

    lit

    tle

    bori

    ng s

    ince

    we

    alre

    ady

    lear

    n th

    e st

    uff

    on t

    he

    com

    pute

    r.”

    Con

    clusi

    ons

    T

    wo

    conc

    lusi

    ons

    from

    th

    is p

    ilot

    stu

    dy

    info

    rmed

    my

    diss

    erta

    tion

    res

    earc

    h. F

    irst

    , if

    a pr

    ofes

    sor

    is g

    oin

    g to

    use

    tec

    hnol

    og

    y as

    the

    mai

    n to

    ol t

    o in

    trod

    uce

    stud

    ents

    to

    new

    cont

    ent,

    the

    n th

    e te

    chno

    log

    y m

    ust

    wor

    k sm

    ooth

    ly a

    nd n

    ot b

    urde

    n st

    uden

    ts w

    ith

    its

    form

    .

  • 8

    Stu

    dent

    s ar

    e w

    illi

    ng t

    o w

    ork

    wit

    h te

    chno

    log

    y to

    a p

    oint

    bef

    ore

    call

    ing

    for

    supp

    ort,

    but

    if

    ther

    e ar

    e to

    o m

    any

    tech

    nica

    l di

    ffic

    ulti

    es a

    nd s

    tude

    nts

    mus

    t sp

    end

    mor

    e ti

    me

    trou

    bles

    hoot

    ing

    than

    doi

    ng h

    omew

    ork

    , the

    n th

    e p

    osit

    ives

    tec

    hnol

    ogy

    brin

    gs t

    o th

    e ta

    ble

    (fre

    edom

    and

    con

    trol

    ov

    er l

    earn

    ing)

    wil

    l be

    ov

    er-r

    un b

    y th

    e n

    egat

    ives

    .

    Sec

    ond,

    it

    appe

    ars

    that

    usi

    ng t

    echn

    olo

    gy

    to i

    ntro

    duce

    stu

    dent

    s to

    new

    con

    tent

    may

    caus

    e st

    uden

    ts t

    o fe

    el l

    ess

    conn

    ecte

    d to

    the

    pro

    fess

    or i

    n th

    e cl

    assr

    oom

    . Usi

    ng t

    echn

    olog

    y

    for

    the

    intr

    oduc

    tion

    may

    als

    o ne

    gati

    vely

    inf

    luen

    ce s

    tude

    nts’

    abi

    lity

    to

    tran

    sfer

    the

    ir

    lear

    nin

    g to

    con

    tex

    ts d

    iffe

    rent

    fro

    m t

    hose

    in

    the

    init

    ial

    intr

    oduc

    tion

    . Whe

    n st

    uden

    ts f

    eel

    clas

    s is

    a w

    aste

    of

    tim

    e, t

    his

    is a

    n in

    dica

    tion

    tha

    t th

    e pr

    ofes

    sor

    mus

    t of

    fer

    som

    ethi

    ng

    beyo

    nd m

    ore

    dif

    ficu

    lt p

    ract

    ice

    prob

    lem

    s in

    cla

    ss.

    Per

    haps

    the

    pro

    fess

    or s

    hou

    ld f

    ocus

    clas

    sroo

    m a

    ctiv

    ity

    on h

    elpi

    ng s

    tude

    nts

    tran

    sfer

    the

    ir l

    earn

    ing

    to n

    ew s

    itua

    tion

    s. W

    hate

    ver

    the

    case

    , pro

    fess

    ors

    mus

    t of

    fer

    som

    ethi

    ng

    in t

    he c

    lass

    room

    tha

    t st

    uden

    ts c

    anno

    t ge

    t

    else

    whe

    re. T

    hey

    mus

    t cr

    eate

    an

    envi

    ronm

    ent

    whe

    re t

    he c

    lass

    room

    bec

    omes

    a d

    ynam

    ic

    lear

    nin

    g co

    mm

    unit

    y.

    The

    Fli

    p P

    ilot

    Stu

    dy

    D

    urin

    g th

    ree

    day

    s in

    Feb

    ruar

    y of

    200

    2, I

    aga

    in i

    nves

    tiga

    ted

    the

    clas

    sroo

    m f

    lip,

    this

    tim

    e in

    tw

    o of

    my

    Intr

    oduc

    tion

    to

    Sta

    tist

    ics

    clas

    sroo

    ms.

    I s

    tru

    ctur

    ed o

    ne c

    lass

    as

    a

    lect

    ure

    and

    hom

    ewor

    k ou

    t of

    a b

    ook

    clas

    s an

    d th

    e ot

    her

    as a

    cla

    ssro

    om f

    lip

    clas

    s. I

    wan

    ted

    to i

    nves

    tiga

    te h

    ow

    the

    cha

    nge

    in

    com

    mun

    icat

    ion

    in a

    cla

    ssro

    om f

    lip

    sett

    ing

    wou

    ld

    infl

    uenc

    e st

    uden

    ts’

    lear

    ning

    , con

    fide

    nce,

    and

    att

    itu

    des

    tow

    ard

    lear

    nin

    g.

    Met

    hod

    I

    used

    a r

    ando

    m n

    umbe

    r ge

    ner

    ato

    r to

    cho

    ose

    the

    8:0

    0 a.

    m. s

    ecti

    on o

    f In

    trod

    ucti

    on

    to S

    tati

    stic

    s to

    be

    the

    clas

    sroo

    m f

    lip

    clas

    s an

    d th

    e 9:

    10 a

    .m. s

    ecti

    on t

    o be

    the

    lec

    ture

    and

  • 9

    hom

    ewor

    k cl

    ass.

    Bot

    h se

    ctio

    ns h

    ad b

    een

    stru

    ctu

    red

    as a

    lec

    ture

    and

    hom

    ewor

    k cl

    ass

    whe

    n w

    e le

    arne

    d th

    e in

    form

    atio

    n in

    cha

    pter

    1 o

    f th

    e te

    xtb

    ook.

    For

    cha

    pter

    2 (

    the

    desc

    ript

    ive

    stat

    isti

    cs c

    hap

    ter)

    , how

    ever

    , I

    had

    the

    fli

    p cl

    ass

    go t

    o th

    e li

    brar

    y to

    che

    ck o

    ut

    and

    wat

    ch a

    55-

    min

    ute

    vide

    o of

    me

    lect

    uri

    ng o

    ver

    the

    inf

    orm

    atio

    n fr

    om t

    he c

    hapt

    er f

    or

    thei

    r ho

    mew

    ork.

    Whe

    n st

    uden

    ts c

    ame

    to c

    lass

    , the

    y co

    mpl

    eted

    a g

    roup

    pro

    ject

    for

    thr

    ee

    clas

    s pe

    riod

    s. T

    his

    proj

    ect

    gav

    e th

    em a

    n op

    port

    unit

    y to

    app

    ly d

    escr

    ipti

    ve s

    tati

    stic

    al

    tech

    niqu

    es t

    o a

    real

    -wo

    rld

    cont

    ext.

    Stu

    dent

    s th

    en w

    rote

    a r

    epor

    t to

    a f

    icti

    onal

    cha

    ract

    er

    who

    ask

    ed t

    hem

    to

    put

    thei

    r m

    athe

    mat

    ical

    fin

    din

    gs i

    n ev

    eryd

    ay l

    angu

    age.

    (F

    or a

    desc

    ript

    ion

    of t

    he p

    roje

    ct, s

    ee A

    ppen

    dix

    C).

    The

    lec

    ture

    and

    hom

    ewor

    k cl

    ass

    cont

    inue

    d in

    the

    norm

    al w

    ay f

    or

    the

    thre

    e da

    ys t

    hat

    we

    disc

    usse

    d ch

    apte

    r 2.

    Whe

    n th

    is t

    hree

    -day

    inve

    stig

    atio

    n w

    as c

    ompl

    ete,

    bot

    h se

    ctio

    ns r

    etur

    ned

    to

    the

    lect

    ure

    and

    hom

    ewor

    k cl

    ass

    form

    at f

    or t

    he r

    emai

    nder

    of

    the

    sem

    este

    r.

    In a

    n ef

    fort

    to

    gath

    er d

    ata

    that

    wou

    ld s

    hed

    ligh

    t on

    thi

    s pi

    lot

    stud

    y’s

    rese

    arch

    obje

    ctiv

    es,

    I re

    cord

    ed g

    rade

    s on

    the

    fir

    st e

    xam

    (ch

    apte

    rs 1

    –3),

    dev

    elop

    ed a

    nd d

    istr

    ibut

    ed

    a su

    rvey

    to

    mea

    sure

    stu

    den

    ts’

    conf

    iden

    ce i

    n th

    eir

    abil

    itie

    s to

    com

    plet

    e pr

    oble

    ms

    over

    the

    info

    rmat

    ion

    in c

    hapt

    er 2

    (se

    e A

    ppen

    dix

    D),

    vid

    eota

    ped

    clas

    s se

    ssio

    ns, a

    nd i

    nter

    view

    ed 3

    stud

    ents

    fro

    m t

    he f

    lip

    clas

    sroo

    m.

    I an

    alyz

    ed t

    he q

    uant

    itat

    ive

    data

    usi

    ng a

    t-t

    est

    to l

    ook

    for

    sign

    ific

    ant

    diff

    eren

    ces

    bet

    wee

    n th

    e tw

    o se

    ctio

    ns.

    I an

    alyz

    ed t

    he

    qual

    itat

    ive

    data

    by

    perf

    orm

    ing

    a th

    eme

    anal

    ysis

    to

    look

    for

    pat

    tern

    s th

    at c

    ould

    pro

    vide

    des

    crip

    tion

    s an

    d

    expl

    anat

    ions

    of

    wha

    t w

    as h

    appe

    nin

    g in

    the

    tw

    o cl

    assr

    oom

    s.

    Res

    ult

    s

    An

    anal

    ysis

    of

    the

    con

    fide

    nce

    surv

    eys

    show

    ed t

    hat

    stud

    ents

    fro

    m t

    he l

    ectu

    re a

    nd

    hom

    ewor

    k cl

    ass

    wer

    e m

    ore

    con

    fid

    ent

    in t

    heir

    abi

    liti

    es t

    o su

    cces

    sful

    ly c

    ompl

    ete

    a qu

    iz

  • 10

    over

    inf

    orm

    atio

    n fr

    om c

    hap

    ter

    2 th

    an s

    tude

    nts

    fro

    m t

    he f

    lip

    clas

    s (p

    < 0

    .00

    1). S

    tude

    nts

    in

    the

    lect

    ure

    and

    hom

    ewor

    k cl

    ass

    also

    had

    a h

    ighe

    r av

    erag

    e sc

    ore

    on t

    he f

    irst

    ex

    am t

    han

    stud

    ents

    in

    the

    flip

    cla

    ss (

    p <

    0.0

    5).

    Ana

    lysi

    s of

    th

    e cl

    assr

    oom

    fli

    p in

    terv

    iew

    s re

    veal

    ed t

    hat

    stud

    ents

    see

    med

    to

    stru

    ggle

    wit

    h w

    her

    e th

    ey f

    it i

    nto

    this

    new

    way

    of

    doi

    ng c

    lass

    . As

    one

    stud

    ent

    desc

    ribe

    d,

    The

    thi

    ng I

    hav

    e w

    ith

    [the

    cla

    ssro

    om f

    lip]

    rea

    lly

    is t

    hat

    it d

    idn’

    t fi

    t m

    y st

    udy

    habi

    ts.

    I’m

    use

    d to

    doi

    ng m

    y ho

    mew

    ork

    lat

    er a

    t ni

    ght

    wit

    h ei

    ther

    a m

    ovie

    on

    or

    mus

    ic p