Improved Learning in a Large-Enrollment Physics Class

By L. Deslauriers, E. Schelew, Carl E. Wieman. Science, 2011

1,241 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/12d8f48e0bb7ed2759ef4628848e88e52706c208

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “…change occurring from one period to the next when a teaching approach is changed (e.g. Davies et al., 2013; Mason et al., 2013), to studies with treatment (flipped classroom) and control (lecture) groups (Deslauriers et al., 2011; Love et al., 2014; McGivney-Burelle and Xue, 2013; Strayer, 2012).”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Deslauries, Schelew, and Wieman (2011) also reported increased scores in physics in addition to higher levels of student engagement.”
A Survey of Principles Instructors: Why Lecture Prevails (2014, background): “Deslauriers et al. (2011) describe an example of active and collaborative learning, and Prince (2004) argues that such approaches are particularly effective.”
The flipped classroom: A learning model to increase student engagement not academic achievement (2017, background): “Nevertheless, these results are in contrast to other studies which have reported a significant increase in student learning outcomes using a flipped classroom model (Deslauriers et al., 2011; Eichler & Peeples, 2016; Gillispie, 2016; Mason et al., 2013; Wilson, 2013).”
Exploring Flipped Classroom Instruction in Calculus III (2017, background): “Deslauriers et al. 2011) or carefully designed ConcepTests delivered via real-time Student Response Systems (i.e. Bclickers^) (Mazur, 1996) are appealing and important aspects that undoubtedly benefit students, the time spent preparing such materials can be particularly burdensome on faculty’s limit”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “Previous authors propose that the flipped classroom approach enhances students’ academic performance (Deslauriers et al., 2011; McLaughlin et al., 2014; Missildine et al., 2013; Pierce & Fox, 2012; Tune et al., 2013), fosters class attendance (Deslauriers et al., 2011; McLaughlin et al., 2014),…”
Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study. (2014, background): “…All use subject to JSTOR Terms and Conditions Studies like this are a necessary type of scale-up from proof-of-concept studies that demonstrate the effectiveness of these instructional approaches in highly controlled but perhaps educationally unrealistic conditions (e.g., Deslauriers et al., 2011).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, neutral): “For example, in the study by Deslauriers, Schelew, and Wieman (2011), they compared traditional listening to lecture ( passive ) to an intervention consisting of predicting, reasoning, solving, critiquing, and peer discussion.”
Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course (2015, background): “Since there is strong evidence that active learning improves student achievement [4, 5, 8], we wondered what benefits flipping would bring”