Using a MOOC to flip an aviation classroom and improve student performance
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This document discusses how a professor used a Massive Open Online Course (MOOC) on aviation to flip a classroom and increase student performance. The professor had students watch video lessons and take quizzes as pre-work using the MOOC. In-class activities included inquiry-based learning, case-based teaching, and guided discussions. Research found students in the flipped classroom scored higher on final exams and were more likely to pass the course than those in a traditional lecture format.
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Using a MOOC to flip an aviation classroom and improve student performance
- 1. Using a MOOC to flip an increase student performance Jonathan Velázquez, Ph.D., ATP, CFI Associate Professor Assessment Coordinator IUPR – Bayamón Campus
- 2. Flight Plan • What is flipping a classroom? • What MOOC was used? • How I used a MOOC to flip a classroom? – Type of Pre-classroom activities – Making sure students actually do the pre-work – Using active learning techniques during class • Results • Current research
- 3. What is flipping? In a flipped classroom, the typical lecture and homework elements of a course are reversed. Readings and lectures are pre-done by students at home, while classroom sessions are devoted to exercises, projects, or discussions.
- 4. Other definitions for flipped classrooms • Moving from an instructor-centered learning environment to a student-centered learning environment. • Shifting from individual to collaborative tactics • Focus on the student • May or may not include technology
- 5. Key Elements of a Flipped Classroom 1. Provide an opportunity for students to gain first exposure prior to class. 2. Provide an incentive for students to prepare for class. 3. Provide a mechanism to assess student understanding. 4. Provide in-class activities that focus on higher level cognitive activities
- 6. Flipping for Bloom’s taxonomy
- 7. ERAU’s Aviation 101 • Free • Self-paced • Video lessons • PDF summaries • Online quizzes per topic
- 8. What type of Pre-work was performed? Before class • Watch a video lesson • Answer short quizzes Ensure Pre-work by: • Submit results to me
- 9. Just-in-Time Teaching Pedagogical strategy that uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting.
- 10. Example 1: Inquiry/Problem-Based Learning Lesson: Airplane Systems • (1) Students must answer questions and solve problems related to systems and equipment malfunctions. (2) Summarize on possible pilot actions to resolve situations. • Sample problems/inquiries: – What is the difference between structural and induction icing? What are the indications for both and what actions should a pilot take? – How does an alternator failure differ from an electrical overload? What are the indications?…
- 11. Example 2: Cased-Based Teaching Lesson: Airports and Airspace • Case/Scenario: While flying around one day, ATC advises you that your transponder seems to be inoperative. After you land, you contact maintenance and they tell you they can get you in tomorrow. Unfortunately, you need to fly tonight without an operable transponder. In which airspace(s) can you NOT operate in without restrictions or permission? Explain your options.
- 12. Example 3: Guided Discussions Lesson: Aviation Physiology
- 13. Active learning strategies that are supported through flipped classrooms • Inquiry and Problem-based learning: students answer questions and solve problems • Case-based teaching: case studies of historical / hypothetical situations that involve solving problems and/or making decisions • Guided Discussions: – Debates – Tournaments (Jeopardy) – Heavy dialog and student questioning
- 14. Time to present your flipped classroom!
- 15. Research Questions • Will there be a significant difference in final exam scores between students experiencing a flipped course (with the aid of the MOOC) versus those students undergoing traditional class lectures? • Is there any significant correlation between taking the course with the MOOC and passing the course (receiving a grade of C or better)?
- 16. Hypotheses • H01: There is no statistically significant difference in final exam scores between students experiencing a flipped course (with the aid of the MOOC) versus those students undergoing traditional class lectures. • H02: There is no relationship between a student’s course outcome (passing or failing) and taking the course assisted by the MOOC.
- 17. Results 1st Research Question • Student participants of the MOOC, and the flipped learning instruction, achieved significantly higher final exam scores (M = 79.68, SD = 10.52, SE = 2.41) than those who received traditional class instruction (M = 72.63, SD = 12.00, SE = 2.09), t(50) = -2.13, p < .05.
- 18. Second Research Question A moderate correlation was found, r = .36, p < .01, between a student’s course outcome (pass or fail) and taking the course assisted by the MOOC
- 19. Using a MOOC to flip an increase student performance Questions? jvelazquez@bayamon.inter.edu
- 20. References • Educause (2012). 7 things you should know about flipping • Faculty Focus (Special Report) – July, 2014. Blended and Flipped: Exploring New Models for Effective Tea . • Honeycutt, B. (2013). Looking for ‘Flippable’ Moments in Your Class • Weimer, M. (2016). Active Learning: Surmounting the Challenges in a Large Clas • Prince, M.J. & Felder, R.M. (2006) Inductive Teaching and Learning Methods: Definitions, Comp
- 21. References • Bergmann, J. (2016). Nineteen Ways for Students to Prepare for Flipped Classrooms • Honeycutt, B. (2016). Five Ways to Motivate Unprepared Students in the Flipped Class • Honeycutt, B. (2016). Ready to Flip: Three Ways to Hold Students Accountable for Pre- • Honeycutt, B. (2013). Five ways to address student resistance in the flipped classroom. • Trujillo-Jenks, L., & Rosen, L. (2015). Fostering Student Learning through the Use of Debates • Edutopia (2014). The Flipped Class: Rethinking Space & Time
- 22. Other Resources: • The Flipped Learning Network http://www.flippedlearning.org
- 23. University Testimonies • Observatorio de Innovación Educativa (Tecnológico de Monterrey) http:// www.sitios.itesm.mx/webtools/Zs2Ps/roie/octubre14.pdf • The Flipped Classroom Model (New York Univeristy) http:// www.nyu.edu/faculty/teaching-and-learning-resources/instructional-technolog • The Flipped Classroom Model (Macquarie University) http ://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design/flipped / • Flipped Classroom (The University of Queensland) http ://www.uq.edu.au/tediteach/flipped-classroom/ • The Chronicle of Higher Education http://chronicle.com/search/? search_siteId=5&contextId=&action=rem&searchQueryString=Flipped+Cl assroom
Editor's Notes
- After the class: Reflections, quizzes, muddiest points, etc.
- What are the key elements of the flipped classroom? http://ww1.facultyfocus.com/out/?ET=facultyfocus:e217:237168a:&st=email&url=http%3A%2F%2Fwww.magnapubs.com%2Fonline-seminars%2Fbest-practices-in-flipped-class-design-13377-1.html%3Fst%3DFFemail%26s%3DFF150304 1. Provide an opportunity for students to gain first exposure prior to class. The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class (see examples here and here. These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT’s OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn’t have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments. Example video from Doug Fisher 2. Provide an incentive for students to prepare for class. In all the examples cited above, students completed a task associated with their preparation….and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides. See a blog post by CFT Director Derek Bruff about how he gets his students to prepare for class. 3. Provide a mechanism to assess student understanding. The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they’re struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding. 4. Provide in-class activities that focus on higher level cognitive activities. If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual “clicker” questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.
- This is not really a new question for educators. We’ve always assigned some type of homework, and there have always been students who do not come to class ready to learn. However, the flipped classroom conversation has launched this question straight to the top of the list of challenges faculty face when implementing this model in their classrooms. By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone.