Dallal, A. (2022, August), Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41563

\bibitem{asee_peer_41563}
  Dallal, A. (2022, August), \emph{Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41563

Ahmed Dallal.  "Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://strategy.asee.org/41563 Internet.  17 Jul, 2024

\bibitem{asee_peer_41563}
  Ahmed Dallal.
  "Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://strategy.asee.org/41563 Internet.  17 Jul, 2024

@INPROCEEDINGS{asee_peer_41563
author = "Ahmed Dallal"
title = "Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/41563}
number = {10.18260/1-2--41563}
}

TY  - CPAPER
AB  - The flipped classroom is a relatively new pedagogical approach for student-centric learning. It is ushering in a new cohort of active learners. With the transition to remote education due to COVID-19, the flipped instruction style gained more popularity among instructors. But, since both instructors and students developed a feeling of increased workload, the adoption rate of flipped instruction in engineering courses has been slow. Research before the pandemic suggests that student learning is likely to improve in the flipped setup compared to the traditional classroom. However, there is still a need for more comprehensive studies to investigate the effectiveness of flipped pedagogy. This work studies the students' performance and perception of partial flipping in three machine learning classes. The modules from the first half of the semester were taught in a traditional fashion, and the modules in the second half of the semester were flipped. All of the course modules are of comparable difficulty. Thus, to measure the effectiveness of flipped instructions, we compared the homework and test scores from the modules studied in the first half of the semester to those from the second half of the semester where the flipped approach was used. No statistical difference in the scores was observed between the flipped and non-flipped modules. Nonetheless, 90% of the survey responses indicated that the video lectures helped them achieve the intended learning outcomes of the flipped modules. Besides scores, we used online surveys to gather student feedback and measure their perception of flipped learning. Content analysis of the survey responses showed a positive perception of the flipped instructions and the complementary in-class activities and elevated participation in class discussions despite some students' resistance to flipped learning. Also, flipping introduced flexibility on how the students first encounter the course contents.
AU  - Ahmed Dallal
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Evaluation of Students Performance and Perception of Partial Flipping in Machine Learning Classes
UR  - https://strategy.asee.org/41563
DO  - 10.18260/1-2--41563
ER  -