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The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course
Abstract
Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class.
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Citations
Cited by
The use of flipped classrooms in higher education: A scoping review
O'Flaherty, J., & Phillips, C. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.02.002 · Cited by 2,152
Strelan, P., Osborn, A., & Palmer, E. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100314 · Cited by 526
Yilmaz, R. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2016.12.085 · Cited by 514
“…carried out in the classroom and to enable student satisfaction and motivation towards these activities, students should attend face-to-face classes at a certain prior knowledge and readiness level and this is one of the hypothesis in ensuring the efficiency of FC model (Hao, 2016a; Wilson, 2013).”
BackgroundExploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms
Hao, Y. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.01.032 · Cited by 346
(2016) · Educational Technology & Society · Cited by 279
Metadata
- Authors
- Wilson, S. G.
- Venue
- Teaching of Psychology
- Publisher
- SAGE Publications
- Published
- 2013-05-09
- Volume
- 40
- Issue
- 3
- Pages
- 193-199
- ISSN
- 0098-6283 (ISSN-L)
- 1532-8023
- OpenAlex
- W2119046570
- Cited by
- 364
- References
- 0
- FWCI
- 111.74
- Type
- journal article
- Language
- en
- Open access
- closed
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- Wilson, S. G. (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology. https://doi.org/10.1177/0098628313487461
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
