Journal ArticleDOI
The Flipped Class A Method to Address the Challenges of an Undergraduate Statistics Course
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TLDR
In this article, structural and procedural changes to an undergraduate statistics course that is required for social science majors were described, which had a positive impact on students' attitudes toward the class and instructor.Abstract:
Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class.read more
Citations
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The use of flipped classrooms in higher education: A scoping review
TL;DR: The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate Education and post-graduate education.
Journal ArticleDOI
The flipped classroom: A review of its advantages and challenges
Gökçe Akçayır,Murat Akçayır +1 more
TL;DR: It is revealed that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance, and suggestions for future research on flipped model activities are offered.
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Flipped Classrooms: A Review of Key Ideas and Recommendations for Practice.
Sarah DeLozier,Matthew G. Rhodes +1 more
TL;DR: In this paper, the authors discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings and argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or flipped classroom.
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Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom
TL;DR: The results of the study indicated that students' e-learning readiness was a significant predictor of their satisfaction and motivation in FC model of instruction.
Journal ArticleDOI
Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms
TL;DR: The results indicated that students were not prepared for flipped learning and showed particular preferences for the "Bring Your Own Device" and the Instant Response System features of the flipped classroom.
References
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Journal ArticleDOI
Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses
Mary A. Hudak,David E. Anderson +1 more
TL;DR: In this paper, measures of formal operations and learning style predicted success in introductory statistics and computer science courses, using a final course grade cutoff of 80% or better as a criterion of success in the course, a discriminant analysis correctly classified 8 1 % of the statistics students and 72 % of computer science students.
Journal ArticleDOI
Unique Challenges in Teaching Undergraduate Statistics
TL;DR: The statistics instructor faces four major challenges unique to this course: motivating students to study material they think is uninteresting, handling math anxiety, dealing with performance extremes, and making the learning memorable.
Journal ArticleDOI
A Sweet Way to Teach Students about the Sampling Distribution of the Mean
Jennifer L. Dyck,Nancy R. Gee +1 more
TL;DR: In this paper, a hands-on, in-class demonstration wing M&M's ® candy to illustrate the concept of the sampling distribution of the mean was described. But the M&Ms were not used in this study, and students in two statistics courses were asked to answer a quiz on their knowledge and rated their attitudes toward the demonstration.