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The effects of flipping the classroo...

Hantla, Bryce F.

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The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study./
Author:	Hantla, Bryce F.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3581138
ISBN:	9781321085624

The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study.
Hantla, Bryce F.

The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 264 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Southeastern Baptist Theological Seminary, 2014.

This quasi-experimental, mixed methods study analyzes the effects of the flipped classroom on the variables of a critical thinking rubric used by a Christian liberal arts college and compares these results with those of the California Critical Thinking Skills Test (CCTST). Second, this dissertation examines the effects of the flipped classroom on seven sub-scales from the College and University Classroom Environment Inventory (CUCEI). Six professors agreed to include three different types of courses (two literature surveys, two Composition I courses, and two Theology III courses) that were matched based on course content. Experimental professors flipped at least 25% of their lessons during the study period (fall 2013). Out of 130 students, N = 97 agreed to participate; n = 97 (75.6%) were included for the critical thinking rubric, n = 62 (47.7%) were included at posttest for the CUCEI, and n = 8 (6.2%) were included at posttest for the CCTST. Of the critical thinking variables examined, Argues with reasons and evidence was significantly better (MANOVA, p < .001) in student papers from the flipped group (critical thinking rubric), and no significant differences were observed for the variables of the CCTST (p > .05). Regarding the classroom environment sub-scales, the flipped group had a better classroom environment than the controls on Innovation and Individualization (post-hoc pairwise comparisons, p < .001), whereas the control group-performed better than the flipped group on Personalization (p < .05). The sub-scale Task Orientation was similarly ideal for both groups. In conclusion, the flipped classroom model provides professors of humanities subjects more time in the classroom than traditional teaching to focus on written argumentation. Additionally, flipping the classroom engages students through an innovative, autonomous classroom environment.

ISBN: 9781321085624Subjects--Topical Terms:

517670
Educational technology.

The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study.
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245 1 4 $a The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study.
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300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
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520 $a This quasi-experimental, mixed methods study analyzes the effects of the flipped classroom on the variables of a critical thinking rubric used by a Christian liberal arts college and compares these results with those of the California Critical Thinking Skills Test (CCTST). Second, this dissertation examines the effects of the flipped classroom on seven sub-scales from the College and University Classroom Environment Inventory (CUCEI). Six professors agreed to include three different types of courses (two literature surveys, two Composition I courses, and two Theology III courses) that were matched based on course content. Experimental professors flipped at least 25% of their lessons during the study period (fall 2013). Out of 130 students, N = 97 agreed to participate; n = 97 (75.6%) were included for the critical thinking rubric, n = 62 (47.7%) were included at posttest for the CUCEI, and n = 8 (6.2%) were included at posttest for the CCTST. Of the critical thinking variables examined, Argues with reasons and evidence was significantly better (MANOVA, p < .001) in student papers from the flipped group (critical thinking rubric), and no significant differences were observed for the variables of the CCTST (p > .05). Regarding the classroom environment sub-scales, the flipped group had a better classroom environment than the controls on Innovation and Individualization (post-hoc pairwise comparisons, p < .001), whereas the control group-performed better than the flipped group on Personalization (p < .05). The sub-scale Task Orientation was similarly ideal for both groups. In conclusion, the flipped classroom model provides professors of humanities subjects more time in the classroom than traditional teaching to focus on written argumentation. Additionally, flipping the classroom engages students through an innovative, autonomous classroom environment.
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