Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of M
- PDF / 415,305 Bytes
- 18 Pages / 439.37 x 666.142 pts Page_size
- 27 Downloads / 218 Views
Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity Kristina V. Mattis
Ó Springer Science+Business Media Dordrecht 2014
Abstract Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and online education by utilizing both in and out-of-class time. Despite positively reported implications of the flipped classroom instructional strategy, there is a deep shortage of literature and data that demonstrate advantages for student learning outcomes. The purpose of this preliminary study with directions for future investigations was to examine flipped classroom instruction versus a traditional classroom; specifically, an instructional video versus traditional textbook instruction to assess accuracy and mental effort at three levels of mathematical complexity. College-level nursing students who require mathematical mastery were used as a pilot test group in anticipation that this experience could be translated for larger data sets of variable age groups. Results indicated that accuracy increased and mental effort decreased with flipped instruction. Using Sweller’s cognitive load theory and Mayer’s cognitive theory of multimedia learning as theoretical frameworks, this study lends insight into designing effective instruction for learning environments that could benefit from a flipped classroom framework. Keywords students
Flipped classroom Mathematics Accuracy Mental effort Nursing
K. V. Mattis University of San Francisco, 2350 Turk Boulevard, San Francisco, CA 94118, USA Present Address: K. V. Mattis (&) 212 Miguel Street, San Francisco, CA 94131, USA e-mail: [email protected]
123
K. V. Mattis
1 Introduction Flipped classroom instruction is a pedagogical strategy primarily used in higher education settings, with growing prominence in high school and middle school (Tucker 2012). Also referred to as the hybrid model (Garnham and Kaleta 2002; Garrison and Kanuka 2004) or blended learning (Morris 2010; Tucker 2012), flipped classrooms convert what would be considered didactical lectures or textbook instruction into how-to instructional tutorials via video or podcast. Through the increase of online instructional videos via YouTube, Curious, Khan Academy, and Vimeo to name a few, or even self-created instruction, educators are transitioning their instructional strategies to include flipped classrooms methodologies. By doing so, instruction is provided outside the traditional four-wall classroom while application of material and assessments are conducted within the classroom in a more kinesthetic and interactive learning approach (Tucker 2012). Flipped classrooms are meant to effectively combine both traditional and online education by
Data Loading...
