MOBILE-DEVICE, CLOUD-BASED, IN-CLASS INTERACTION AS A FLIPPED MODEL AND ITS EFFICACY EXPRESSED THROUGH ASSESSMENT RESULTS

Geoscience educators continue to look for methods to increase student success without compromising content or assessment rigor. One such method is the “flipped” classroom model whereby students prepare specific content material prior to participating in each lecture. During the actual lecture, whether face-to-face or online, students participate in some form of interactive activity to measure their level of understanding of that material. How that interactive activity is conducted can be with classic methods (pen and paper), or with digital methods utilizing technologies students are already familiar with, such as smartphones, tablets, or laptops connected to an internet-based (cloud-based) interactive web experience.

An explanation will be provided of how this presenter utilized mobile device technology connected to the internet-based Learning Catalytics platform from Pearson Publishing to facilitate the digital method of conducting in-class interactive activities to measure students’ understanding of content material. Presented will be the modifications and adjustments necessary at the course-design level as well as the craziness and pitfalls to expect and some of the tips and tricks learned from the 2.5 semesters using the Learning Catalytics platform.

Also provided will be specific metrics from assessment scores indicating the efficacy of the switch to a technology-based flipped classroom model. As one example: the first one-quarter semester class test performed with Learning Catalytics indicated a 13.5% increase in exam averages over the previous semester (same content, same textbook, same instructor, same online homework exercises). Other, full-semester results and comparisons will be presented as well. In addition, the in-class interactive engagement is itself measured quantitatively and will be shown to be directly correlated with exam scores, both on individual unit content and on whole-semester content.

Finally, even though changing to the flipped model of instruction was a significant investment in time and a significant shift in classroom operational modality, an improved rate of student success will be shown to exist.