Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

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Sheri Stover
M. A. Houston


Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).


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How to Cite
Stover, S., & Houston, M. A. (2019). Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning. Journal of the Scholarship of Teaching and Learning, 19(3).
Author Biographies

Sheri Stover, Wright State University

Sheri Stover, Ph.D. is an Associate Professor in Instructional Design and the Director of the Instructional Design for Digital Learning Program in the Leadership Studies in Education and Organizations department at Wright State University.

M. A. Houston, Wright State University

M. A. “Maggie” Houston, CPA CMA CFM MBA was a Senior Lecturer in the Department of Accountancy at Wright State University until her retirement after 29 years of teaching.