Internet Learning Volume 3, Number 1, Spring 2014 | Page 90

Internet Learning
cules, were redesigned to support flipped
instruction. The videos were recorded in
advance using the programs Camtasia and
Adobe Presenter. While the same Power-
Point presentations were used in all sections
(both flipped and comparison), the
screencasts in the flipped group were cut
into segments that ran between 10 and 12
minutes to prevent loss of attention due to
length of the screencasts (Middendorf &
Kalish, 1996). For this same reason, participants
were required to watch no more than
two videos before each class meeting.
The participants were given an orientation
to the flipped-classroom model
on the first day of class and were shown
how and where to access the videos on the
University’s learning management system
(LMS). The PowerPoint files themselves
(without narration) were also posted online
to allow the slides to be printed for
note-taking purposes. In order to further
encourage participants to watch the videos,
they were required to take an online quiz
covering the assigned videos’ material prior
to each class.
During class meetings, when lectures
would typically be held, the participants
were instructed to break into small groups
and were given application-type problems
to work through while the professor provided
guidance as needed. At the end of
each class, the groups were called upon to
answer each of the problems they had collectively
worked through, and the professor
clarified answers or provided the correct
answers to reinforce or correct learning. At
the end of the two modules, participants
submitted a study guide assignment which
encompassed all the material from the videos,
and the professor provided final clarification
of material covered in both modules.
The two modules culminated in
a final assessment of participant learning
which consisted of 40 multiple choice
questions and four short answer questions.
The multiple choice questions were divided
into those that tested knowledge/comprehension
(n = 28) and application/synthesis
(n = 12), as defined by the exam question
bank associated with the textbook.
In addition to the final assessment,
participants were asked to complete
a brief survey via surveymonkey.com that
measured participant perceptions of the
flipped-classroom model. This survey included
questions dealing with the ease of
use, their personal preferences, and their
beliefs about their own learning using a
flipped-classroom model. The survey included
both closed and open-ended questions
to allow a full range of participant
responses. Participants were given extra
credit for completing the survey.
Results
Results of Participant Performance
Test Scores
Statistical analyses of quantitative
test data were conducted using SAS statistical
software using a mixed model ANO-
VA (Proc Mixed). Though there was no
significant difference in test scores overall
(F (1,172)
= 0.06, p = 0.8079), participants in
the flipped-classroom did perform significantly
better on the application/synthesis
multiple choice questions (F (1,167)
= 4.28, p
= 0.0402) (see Figure 1). There was no significant
difference between scores on the
knowledge/comprehension multiple choice
questions (F (1,167)
= 013, p = 0.7171).
Results of Participant Survey
The online survey was sent to all
participants (n = 99) due to the fact that
while a participant may not have taken the
final assessment, they were all exposed to
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