Davis, K. C. (2019, June), Creating Guided Study Exercises for a Flipped Database Course  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32560

\bibitem{asee_peer_32560}
  Davis, K. C. (2019, June), \emph{Creating Guided Study Exercises for a Flipped Database Course}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32560

Karen C. Davis.  "Creating Guided Study Exercises for a Flipped Database Course".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/32560 Internet.  26 Jun, 2024

\bibitem{asee_peer_32560}
  Karen C. Davis.
  "Creating Guided Study Exercises for a Flipped Database Course".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/32560 Internet.  26 Jun, 2024

@INPROCEEDINGS{asee_peer_32560
author = "Karen C. Davis"
title = "Creating Guided Study Exercises for a Flipped Database Course"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/32560}
number = {10.18260/1-2--32560}
}

TY  - CPAPER
AB  - There is a preponderance of evidence that active learning is a successful way to engage students and increase achievement of learning outcomes, however, there are many challenges associated with implementing active learning.  One concern is that it takes too much class time and not enough material can be covered during the term if lecture time is sacrificed to in-class activities.  To address this, many instructors have turned to flipping their classes, that is, having students devote their solo study time to preparing for class, while group time is devoted to active learning.  The individual student preparation can be accomplished through watching video lectures or reading a text, for example.  But the big question here is: will students actually follow through and do the preparation?

The focus of this paper is on experiences flipping an introductory database class.  In particular, what are the best practices for holding students accountable for preparing for class?  The author has employed online reading quizzes as well as guided study assignments.  Examples of assignments as well as multiple measures of student perceptions of learning are presented.



AU  - Karen C. Davis
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Creating Guided Study Exercises for a Flipped Database Course
UR  - https://strategy.asee.org/32560
DO  - 10.18260/1-2--32560
ER  -