BYU ScholarsArchive

Title

Flipped versus Online Instruction: A Comparative Analysis of Student Performance

Authors

Noah Emery, Brigham Young University - ProvoFollow
Jamie L. Jensen, Brigham Young University - Provo

Files

Keywords

Online, flipped, model

Abstract

The need for improved modes of online instruction has rapidly increased within the last decade. But whether online instruction is beneficial or as effective as in-person remains inconclusive (McCutcheon et al., 2015). Evidence would suggest that there are knowledge gaps with students who enroll in online courses (Jensen et al., 2022).

We designed and tested various models of an online introductory biology course for non-biology undergraduates in order to determine which method of online instruction would most improve student performance and close these knowledge gaps. We hypothesized that including instructor scaffolding (instructor organization and support), instructor feedback, and peer collaboration would improve performance.

BYU ScholarsArchive Citation

Emery, Noah and Jensen, Jamie L., "Flipped versus Online Instruction: A Comparative Analysis of Student Performance" (2023). Library/Life Sciences Undergraduate Poster Competition 2023. 43.
https://scholarsarchive.byu.edu/library_studentposters_2023/43

Document Type

Poster

Publication Date

2023-03-03

Language

English

College

Life Sciences

Department

Biology

University Standing at Time of Publication

Sophomore

Copyright Use Information

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