Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course

Educational Technology Research and Development (ETR&D), 61:4, pp. 563-580, 2013

21 Pages Posted: 8 Sep 2013 Last revised: 6 Nov 2014

See all articles by Randy Davies

Randy Davies

Brigham Young University

Douglas L. Dean

Brigham Young University - Information Systems Department

Nick Ball

Brigham Young University - Information Systems Department

Date Written: September 6, 2013

Abstract

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students' perceptions of these approaches to determine the affect each intervention might have on a student's motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation's instruction and assessments frustrated students and decreased their motivation to learn. Students' attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

Keywords: Computer-aided instruction, Differentiated instruction, Technology integration, Technology simulations

Suggested Citation

Davies, Randy and Dean, Douglas L. and Ball, Nick, Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course (September 6, 2013). Educational Technology Research and Development (ETR&D), 61:4, pp. 563-580, 2013. Available at SSRN: https://ssrn.com/abstract=2321828

Randy Davies

Brigham Young University ( email )

Provo, UT 84602
United States

Douglas L. Dean (Contact Author)

Brigham Young University - Information Systems Department ( email )

786 Tanner Building
Marriott School
Provo, UT 84602
United States
801-422-3247 (Phone)
801-422-0573 (Fax)

HOME PAGE: http://isys.byu.edu/

Nick Ball

Brigham Young University - Information Systems Department ( email )

United States

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