An Assessment of Student Learning, Perceptions, and Social Capital Development in Undergraduate, Lower-division STEM Courses Employing a Flipped Classroom Pedagogy

摘要

The flipped classroom is attracting considerable attention in the academic world at both the K-12 and college level, as evidenced by a number of recent articles. However, rigorous research on student outcomes is still sparse. While a few studies indicate student success in upper division STEM courses, questions remain about whether or not students in lower-division courses, particularly freshmen, have the study skills required to succeed in flipped classrooms, where preparation prior to class and self-motivated learning is required.