Chalk and talk versus flipped learning: A case study.
The case study was carried out at a third‐level college in Ireland to investigate the performance of a student population completing a first year computer architecture module using a flipped learning approach against a traditional chalk and talk approach. The study was completed over a 2‐year period...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 121 - 127 |
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| Formato: | case study research tables/charts Journal Article |
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Wiley-Blackwell
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134200918&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200918 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200918 134200918 134200918 10.1111/jcal.12317 134200918 ppf: 121 ppct: 6 formats: tig: atl: Chalk and talk versus flipped learning: A case study. aug: au: Maycock, Keith W. affil: School of Computing, National College of Ireland, Dublin 1 Ireland sug: subj: Learning Methods Academic Performance Human Ireland Kruskal-Wallis Test Teaching Methods Descriptive Statistics Computers and Computerization Learning Environment Educational Measurement Students, Undergraduate ab: The case study was carried out at a third‐level college in Ireland to investigate the performance of a student population completing a first year computer architecture module using a flipped learning approach against a traditional chalk and talk approach. The study was completed over a 2‐year period with the same lecturer delivering both approaches to two independent groups. The Kruskal–Wallis H test was performed to understand whether the terminal exam and continuous assessment performance, measured on a continuous scale from 0 to 100, differed based on pedagogy design. The dependent variable was selected as the assessment component, whereas the independent variable was the pedagogy design, with two distinct groups: flipped learning and chalk and talk. The study found that the chalk and talk cohort outperformed the flipped learning cohort in the terminal examination, which was statistically significant (p < 0.05), but observed a small effect size of 3.6% over the population. It was also found that the reverse was true for the continuous assessment instrument, whereby the flipped learning cohort outperformed the chalk and talk cohort. This difference was also found to be statistically significant (p < 0.0005) with a small effect size of 9.6%. Lay Description: What is currently known about this topic: Introducing PowerPoint showed that organization and clarity, entertainment and interest, and professor likability were enhanced.Introducing PowerPoint did not have an impact on final grades.Meta‐analysis of 225 studies showed that students who engage in active learning environments in STEM subjects had their examination scores increase on average by 6%.Students who engage in classes with traditional lecturing are 1.5 times more likely to fail. What this paper adds: Significant difference was found in the terminal examination performance of the students, with the chalk and talk cohort scoring higher than flipped learning cohort.Significant difference was found between the two groups for CA 1 (ongoing continuous assessment), with the students engaging in flipped learning achieving higher marks than the chalk and talk cohort. What are the implications of study findings for practitioners: It is believed that the necessity to create personal notes of each lecture session has enforced students to construct their own understanding of the content on a weekly basis building towards a deeper learning experience. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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