Information

Flipped Classroom Survey Highlights Benefits and Challenges

The e-newsletter Faculty Focus just released the results from a survey of their readers about flipped classrooms.  The highlights of the survey, the article in Faculty Focus that discusses it, and the survey itself can all be found below.

Flipped Classroom Trends: A Survey of College Faculty

Flipped Classroom Survey Highlights Benefits and Challenges, by Mary Bart, Faculty Focus, August 24th, 2015

This survey provides clear support for the approach we take in this project.  Using the ESH that faculty members can apply for at the college  to develop flipped classes gives them the time they need to flip their lectures into a digital format.  The article in Faculty Focus states, “although lack of support was clearly a limiting factor, the biggest barrier of all was time. Approximately 38% of survey participants indicated that time was “always a challenge” and another 31.61% said time was “often a challenge”. That is nearly 70% of all respondents who see time as a frequent, if not constant, barrier to flipping.”

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Key findings
Results from the survey are based on the responses from the 1,089 Faculty Focus readers who completed the survey. Highlights include:

  • More than two-thirds (69.5%) have tried flipping an activity, class, or course, and plan to do it again. Another 5.49% have tried flipping, but don’t plan to do it again.
  • Roughly one-third (31.8%) of those who have flipped did so within the past year.
    The majority of faculty who have flipped rated the experience as positive for themselves (70.3%) and their students (64.8%).
  • The top reasons for flipping include a desire to increase student engagement (79.3%) and improve student learning (75.8%).
  • In terms of the actual benefits, nearly three-fourths of respondents saw greater student engagement (74.9%), while just over half noticed evidence of improved student learning (54.66%).
  • More than 80% said students are more collaborative and 76.61% said they ask more questions, while almost half (48.75%) also noted some student resistance.
  • The most frequently reported barrier to experimenting with flipped learning practices came down to one word: time—a combined 70% of faculty said it was a significant or very significant challenge.
  • Of those respondents who are not interested in flipped learning, 38.9% said they don’t know enough about it and 27.4% felt it was a fad.

Categories: Information, News, Research

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