Presenting Author Southern Illinois University Edwardsville
Flipped teaching (FT) is shown to actively engage the learner in comparison to passive learning experience of traditional teaching (TT) by shifting lecture outside the classroom to allow in-class time on activities at higher levels of Blooms taxonomy. The impact of FT on STEM students in a two-year institution (2-YI) and a four-year institution (4-YI), male and female students, and Freshmen to Senior years were examined in this study. Twelve STEM faculty, six per cohort, from a 4-YI and six per cohort from a 2-YI were selected to receive faculty development and to implement FT in their classrooms. During the first semester of FT, students at the 4-YI responded more favorably than students at the 2-YI (p=0.0004), and female students rated FT greater than male students (p=0.04). In the second semester of implementation, all students equally favored FT. Furthermore, Juniors and Seniors were more likely to report a better experience than Freshmen and Sophomores in the subsequent semester (plt;0.05). These results suggest that students in the 4-YI, especially Juniors and Seniors, have a more positive and receptive attitude toward FT than the students at the 2-YI.
