T7-AL2-2 - Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses2. Research-to-Practice Full Paper
This full paper classifies under the Research-to-Practice category. Variants of flipped classrooms have been employed in STEM fields with great success in students’ learning outcomes. The design of flipped classrooms varies based on several aspects such as learners’ needs, availability of resources, and others. Research shows that flipped classrooms would improve students’ learning if it is implemented following rigorous procedures of an efficient instructional design. As a result, one of the critical focus of current flipped classroom research is what factors educators need to consider when designing a flipped learning environment. Currently, educators incorporate various factors such as “pre-recorded video lecture,” “group activity” as trial and error basis and adjust these factors based on their own experience and students’ feedback. On the other hand, the emergence of big data expects a new graduate to demonstrate mastery of concepts and skills for data acquisition, management, and analysis of inference from data when they enter the workforce. Currently, there is no systematic approach available to design a flipped classroom that is transferrable to other domains. There are no work shows which discipline required what kinds of flipped classroom design. To address these needs, the goal of our work is to investigate the influential factors for flipped classrooms for both sophomore and senior data management courses to be successful. To investigate and identify all the factors, data are collected through various sources including an in-depth literature review and student surveys. Based on the literature, most of the developed flipped classroom factors are designed for pure science and mathematics courses, and very few been applied to the subjects of applied STEM fields. The literature also tells that there are three major factors that can impact on the success of a flipped classroom model: 1) out-of-class and in-class elements must be carefully integrated; 2) shorter, rather than longer videos; and 3) pre-class activities must be coupled with quizzes or follow-up tasks. The student surveys of our courses show that approximately 30% of students think video lectures would be helpful and approximately 47% of students suggest in-class activity will be helpful to be successful in the course. After fully evaluating all factors and survey results, we will design and implement a flipped classroom for two courses - CIT 21400 Introduction to Data Management and CIT 444000 Advanced Database Design by using dedicated factors for each course. In our approach, we will first classify course topics into broader categories then we will design a flipped classroom model for each category. For the flipped classroom for each category, we will identify what type of pre-class and in-class activities we should create to meet a certain learning objective for that topic category for a certain level of data management course. To evaluate the effectiveness of different factors as well as our flipped classroom models, students’ performance data, interviews, and surveys will be conducted. This process is transformative and can be employed by other STEM disciplines to find the most significant factors to design effective flipped learning classrooms.