1) The document describes a two-year project studying the use of a flipped classroom model to promote active learning. Results from the first year of the project are presented. 2) Test scores from students in a research methodology class that used a flipped classroom 2.0 approach are presented. For most lessons, over half of students improved their scores on second tests compared to initial tests after peer collaboration. 3) The document addresses two research questions about the effectiveness and student perceptions of using a flipped classroom 2.0 approach for an undergraduate accounting research methodology course. Results suggest the approach can be an effective method for teaching the course.

1. New York, 6 through August 10, 2016
Using technology driven flipped class to promote Active
Learning
Two years project
1st
year results
Presentation Date/Time: Tuesday August 9, 2016 - 10:15 am-11:45 am
José Dutra de Oliveira Neto
Gilvania Gomes
L A Titton
FEARP-USP

2. New York, 6 through August 10, 2016
Data is a commodity, but not scarce.
Ubiquity has downgraded its value.
Possessing knowledge is no longer enough...
…to succeed in the marketplace
…to understand the world
Lani Gunawardena

3. New York, 6 through August 10, 2016
Lani Gunawardena
The Old Skillset
Know.

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The New Skillset
Filter. Prioritize. Connect. Negotiate.
Integrate. Create
Lani Gunawardena

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Acquiring knowledge is no longer
a sufficient learning outcome.
Lani Gunawardena

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Aula tradicional e Flipped normal
X
Flipped classroom pedagogical model
www.netop.com

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Flipped classroom issues
• Traditional prerecorded lecture are not fulfilling the learning potential of typical
students
• It requires effort and time on the part of instructor (additional work and new skills)
• The integration of technology resources in flipped classroom instruction have been a
challenge for instructors.
• The instructors lack of clear models of successful technology use in flipped
classroom.
• Part of the reason is that the experience using technology that has accumulated has
not
been satisfactorily disseminated.

8. New York, 6 through August 10, 2016
Research questions
Research Question 1: Is flipping classroom 2.0 approach an effective method to
teach research methodology class for accounting undergraduate students?
Research Question 2: What is the students' perception about the effectiveness of
using the flipped classroom 2.0 approach to teaching research methodology course in
undergraduate program in accounting?

9. New York, 6 through August 10, 2016
Flipped2.0framework
Introductiontoresearchmethodologyclass
(Tools: WOS®, Excel®, Mendeley®, Histcite®)
EXITtix®
Same test
Different orderSli.do®
EXITtix®
test
based on top 5
voted questions
Inquiries
Mini-lecture
feedback
about remaining
questions
Homework assignment
Sunday before class Tuesday (during the class) After class (new opportunity)
1. Resources (PDF, Videos, etc.)
2. Homework assignment
3. Post questions
4. Vote questions
Collaborative
activities with
no support
from the
Instructor
about the
Test (questions)
Second chance
revised homework assignment
facultyinnovate.utexas.edu

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Traditional class

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The Flipped Class 2.0 Revealed

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The Flipped Class Revealed

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Resultados – Desempenho (45% female)
Lesson Tests Média N Standard Deviation
Lesson 1-WOS (Web
of Science)
WOS1A - Initial test in the classroom about top voted questions on WOS
homework
7.46 63 2.4
WOS1B - Final test in the classroom about top voted questions on WOS
homework after peer collaboration
9.14 63 1.51
Lesson 2-EXC (Excel)
EXC1A - Initial test in-classroom about top voted questions on the EXCEL
homework
6.43 64 2.40
EXC1B Final test in the classroom about top voted questions on EXCEL
homework after peer collaboration
9.03 64 1.74
Lesson 3-MEN
(Mendeley)
MEN1A - Initial test in-classroom about top voted questions on MENDELEY
homework
5.33 60 2.34
MEN1B Final test in the classroom about top voted questions on MENDELEY
homework after peer collaboration
7.83 60 2.05
Lesson 4-HIS
(Histcite)
HIS1A – Initial test about top voted questions on HISTCITE homework 4.89 70 2.93
HIS1B - Final test about top voted questions on HISTCITE after peer collaboration
7.78 70 2.53
Is flipping classroom an effective method to teach research methodology class for accounting undergraduate students?
Research Question 1
The number of students with better grades in the second test, when compared with the first test, is 52% (WOS®), 78% (EXCEL®), 70% (MENDELEY®), and 70% (HISTCITE®).

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Final considerations

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Obrigado!
dutra@usp.br
(FEA-RP/USP)
http://www.slideshare.net/dutra2009/flipped-class-aaa2016nydutra