Work in Progress: Adaptive Lessons for Pre-Class Preparation
for Flipped Classroom
Autar Kaw, Renee Clark, Eleonora Delgado
University of South Florida / University of Pittsburgh / University of South Florida
In a prior three-year study that compared blended and flipped modalities for a typical STEM course in numerical methods, small effect sizes were observed in learning and affective domains. While mentioning the high demands of the flipped classroom, students also pointed out its benefits of enhanced learning and engagement. To enhance the benefits and reduce the workload associated with a flipped classroom in this study, we designed the pre-class preparation to occur through adaptive lessons. A commercial adaptive platform that combined video lectures, text and assessment via multiple-choice and algorithmic questions was used. Preliminary results of the effects of these adaptive lessons on cognitive gains, measured via a final examination and a concept inventory, will be available at conference time.