Improving the Flipped Classroom

Through the Use of a Backchannel and Unlimited Quiz Attempts

Ryan Banow, GMCTE Tiffany Banow, St. Peters College

Outline
1. What are the concerns with flipped classrooms?
2. Course design decisions. 3. Instructor experiences.

4. Student perceptions survey.

Videos Backchannel Quizzes

5. Recommendations.
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Common Concerns with Flipped Classrooms

1. Students cannot ask questions in the moment while viewing lectures. 2. Students may not complete the pre-class activities.

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Course Design - Videos

Nutrition 120 course meets once a week for 3 hours. Students view lecture videos at home.
Lectures are chunked Hosted on Usasks ShareStream within BBLearn CenterClass backchannel tool available for asking anonymous questions

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Course Design - Quizzes

Students complete mandatory pre-class quizzes.
Multiple choice 15 minute time limit Randomized questions Unlimited attempts Weighted at 10% Reviewed in class

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Course Design In-Class

Engage in learner-centred activities.
Case studies Student presentations Discussions Demonstrations Practice problems

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Instructor Perceptions
Improved student engagement. Need to go through the quizzes to solidify the content.

Time for interactive demonstrations, games and videos along with debrief in class.
Real-time feedback within each class.

Increased student confidence and competence.

Student ownership of learning.
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Student Perceptions - Survey

Methodology
Administered an online survey one week prior to the end of the course Closed ended questions

Demographics
Small class
10 students and 9 respondents

All students under the age of 20 Either in first or second year of post-secondary All students in sciences All students either comfortable or very comfortable with computers and the internet
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Student Perceptions - Videos

How many weeks did you view the lecture videos?

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Student Perceptions - Videos

How effective were the lecture videos at teaching you the basic concepts compared to standard in-class lectures?

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Student Perceptions Questions Backchannel

On average, how many questions did you have each week while viewing the lecture videos?

On average, how many questions did you ask on CenterClass each week?

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Student Perceptions Questions Backchannel

Why did you not use CenterClass?

Other = didnt have questions

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Student Perceptions Questions Backchannel

What method would you rather use to ask questions that arise from the video lectures?

Other = CenterClass is fine, in class

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Student Perceptions Questions Backchannel

Did the anonymity of CenterClass make you more or less likely to ask questions?

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Student Perceptions Unlimited Attempts at Quiz

The students completed all of the quizzes save for two incomplete quizzes from one student. How effective were the quizzes at supporting your learning?

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Student Perceptions Unlimited Attempts at Quiz

On average, how many times did you attempt each quiz?

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Student Perceptions Unlimited Attempts at Quiz

If you scored poorly on a quiz, how often did you go back and re-learn the content?

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Student Perceptions Unlimited Attempts at Quiz

How often did you game the quiz system?

Do you think you learned from gaming the quiz system?

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Student Perceptions Unlimited Attempts at Quiz

In terms of learning, what would be the ideal number of allowed quiz attempts?

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Student Perceptions Unlimited Attempts at Quiz

How effective was the unlimited attempts feature in supporting your learning?

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Student Perceptions Closing Thoughts

66% of students found the flipped classroom model to be somewhat effective or effective.

78% of students found this class to be the same or less work than other courses.
67% of students would like to take another flipped class. All of the students would recommend this class to friends.
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Recommendations
Use a backchannel tool along with lecture videos.
Discuss with students which backchannel tool to use Stress the benefit of using a backchannel instead of emails or waiting until class to ask questions Remind students of the backchannel often Integrate into class

Employ randomized quizzes with at least three attempts to prepare students for in-class application.
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Future Directions
Employ similar course designs.
Larger classes Upper year classes Different subject areas

Please, contact me if you have a course that you would like a similar design in!
ryan.banow@usask.ca Gwenna Moss Centre, U of S
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