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Presentation
Effects of the Flipped Classroom Model on Course Experience, Basic Need Satisfaction, and Motivation in an Undergraduate Research Methods Course
SoTL Commons Conference
  • Jody L. Langdon, Georgia Southern University
  • Diana Sturges, Georgia Southern University
  • Robert Schlote, Georgia Southern University
Proposal Abstract

The goal of the study was to determine the effects of the Flipped Classroom Model on undergraduate Exercise Science majors' basic need satisfaction, motivation, academic performance, and attitudes in a Research Methods course. This session addresses a curricular innovation and its ability to impact student learning. As such it contributes to the advancement of SoTL in this area. An adapted survey, which included the Course Evaluation Questionnaire (Griffin, Coates, Mcinnis, & James, 2003), the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000), and the Academic Self-Regulation Scale (Ryan & Connell, 1989) was administered to approximately 172 students in two sections of an undergraduate research methods course during the last week of classes in the spring and fall semesters. One section received instruction in a traditional lecture format, while the other received instruction via the Flipped Classroom Model. The session will present comparisons between course sections on all measures, a description of teaching methods and implications for practice. The presenters will conclude by facilitating a discussion about the flipped classroom model in general and the specific teaching strategies used in such a model with attendees.

Location
Room 1220 B
Symposium Year
2015
Publication Type and Release Option
Presentation (Open Access)
Citation Information
Jody L. Langdon, Diana Sturges and Robert Schlote. "Effects of the Flipped Classroom Model on Course Experience, Basic Need Satisfaction, and Motivation in an Undergraduate Research Methods Course" (2015)
Available at: http://works.bepress.com/diana-sturges/36/