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Objective: To determine whether “flipping†a traditional basic course would improve student academic performance and engagement.

In 2015, the basic graduate statistics course was flipped and delivered to 22 students.  Recorded course material was placed on the course Web site for students to watch prior to class. Scheduled class periods were dedicated to participating in active-learning exercises. Students also completed a course project, a midterm examination, graded homework, and a cumulative final examination.  Results of a survey administered at the beginning and end of the flipped course revealed an increase in students’ support for learning content prior to class and using class time for more applied learning. In addition, results showed that learning key foundational content prior to coming to class greatly enhanced in-class learning. Significantly more students preferred the flipped classroom format after completing the course than before completing the course. Course evaluation responses and final examination performance differed significantly for 2014 when the course was taught using a traditional format and the 2015 flipped-course format. Qualitative findings suggested that the flipped classroom promoted student empowerment, development, and engagement.  Results show the flipped graduate classroom can enhance the quality of students’ experiences in a basic statistics course through thoughtful course design and enriched dialogue.

flipped classroom, distance learning