Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom
In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2016-04-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
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| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/19216 |
| Summary: | In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction. |
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| ISSN: | 1527-9316 |