Assessing the Effectiveness of a Hybrid-Flipped Model of Learning on Fluid Mechanics Instruction: Overall Course Performance, Homework, and Far- and Near-Transfer of Learning

Autor/inn/en	Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge
Titel	Assessing the Effectiveness of a Hybrid-Flipped Model of Learning on Fluid Mechanics Instruction: Overall Course Performance, Homework, and Far- and Near-Transfer of Learning
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.712-728 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrison, David J.) ORCID (Saito, Laurel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1218826
Schlagwörter	Mechanics (Physics); Science Instruction; Blended Learning; Instructional Effectiveness; Homework; Transfer of Training; Active Learning; Undergraduate Students; Comparative Analysis; Conventional Instruction; Regression (Statistics); Probability; Science Achievement; Statistical Analysis + Suchen Sie Ihr Suchwort? Mechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Hausaufgabe; Training; Transfer; Ausbildung; Aktives Lernen; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01