Elliott, R. (2014, June), Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20072

\bibitem{asee_peer_20072}
  Elliott, R. (2014, June), \emph{Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20072

Rob Elliott.  "Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/20072 Internet.  13 May, 2024

\bibitem{asee_peer_20072}
  Rob Elliott.
  "Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/20072 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_20072
author = "Rob Elliott"
title = "Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/20072}
number = {10.18260/1-2--20072}
}

TY  - CPAPER
AB  -              Analysis of Student Perceptions and Behaviors in a Flipped             Classroom Undergraduate Information Technology CourseThe “flipped,” or “inverted,” classroom involves the reinvention of a traditional course so that studentsengage with learning materials via recorded lectures and interactive exercises prior to attending class andthen use class time for more interactive activities. Flipped classrooms sometimes involve a redistributionof grade weighting by giving the students one or more smaller exercises and thus reducing the impact ofgrades for larger projects and assignments. Additionally, a flipped classroom often requires theintroduction of a non-traditional schedule in an effort to give students time to adequately prepare prior toattending class. While flipped classrooms are not a novel concept, they have recently gained a great dealof exposure in the higher education community. Flipped classroom experiments have had both positiveand less-positive results. The author chose to build on prior experiences and flip a traditional sophomore-level information technology course in an attempt to increase student satisfaction, engagement, andperformance.This study analyzes the student behaviors and their perceptions of that semester-long flipped classroomby using a combination of surveys, analysis of student interaction with course material, and self-reportingby the students. The author demonstrates that students are initially somewhat receptive to the concept ofthe flipped classroom, can appreciate the benefits of the interactivity in the classroom that the conceptaffords, and that student performance is improved when compared to a traditional version of the samecourse. Student satisfaction of the flipped classroom and the non-traditional schedule introduced issignificant. Finally, demographic and behavioral data is provided in an effort to inform instructors in thedevelopment of their own flipped classrooms.
AU  - Rob Elliott
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course
UR  - https://strategy.asee.org/20072
DO  - 10.18260/1-2--20072
ER  -