Improved Performance via the Inverted Classroom

This study examined student performance in an inverted thermodynamics course (lectures provided by video outside of class) compared to a traditional lecture class. Students in the inverted class performed better on their exams. Students in the bottom third of the inverted course showed the greatest...

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Bibliographic Details
Published inChemical engineering education Vol. 49; no. 3; pp. 141 - 148
Main Author Weinstein, Randy D
Format Journal Article
LanguageEnglish
Published Chemical Engineering Education, Chemical Engineering Division of ASEE 01.06.2015
Subjects
Academic Achievement
Chemical Engineering
Comparative Analysis
Grades (Scholastic)
Incentives
Lecture Method
Student Improvement
Tests
Thermodynamics
Time Factors (Learning)
Video Technology
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Summary:This study examined student performance in an inverted thermodynamics course (lectures provided by video outside of class) compared to a traditional lecture class. Students in the inverted class performed better on their exams. Students in the bottom third of the inverted course showed the greatest improvement. These bottom third students had a C exam average compared to a D+ average of their traditional lecture counterparts. When material was presented in videos longer than 15 minutes, students did not perform as well when compared to material presented in shorter videos. Students also needed to be quizzed on video material frequently to incentivize the students to keep up with the video lectures and spend the time to comprehend the material presented outside of class.
ISSN:0009-2479