Tuesday, March 7
2:05-2:25 PM
CST
Barton

Supporting First Year Students in an Introductory Statistics Course Through Engaging a Flipped Classroom Model with Moodle

Brief Paper ID: 50811
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    Henry Gillow-Wiles
    Southern Oregon University

Abstract: A flipped classroom model was introduced into teaching introductory statistics to enhance student content knowledge understanding and retention as well as to facilitate the development of learning communities. Moodle was used as the primary means of providing students with the resources needed for them to engage in the flipped classroom tasks. Preliminary results from the first cohort suggest that using Moodle to support student-student and student-instructor interaction with a flipped classroom model provided for increased student success in terms of higher grade averages. Additionally, student comments indicate they felt they were more connected with the instructor and with other students.

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