How Do We Fit It All In?: Efficacy of Flipped Course Design in Lab-based, Introductory Information Systems Classes
Elizabeth Baker University of North Carolina Wilmington
Abstract Prior research has suggested that the flipped classroom approach might not be the best structure for an introductory course.  A specific challenge to flipping the classroom when teaching introductory topics is that the material that is taught might be heavily conceptual, making constructing active learning exercises difficult. When teaching introductory concepts and vocabulary in information systems, it can be challenging to incorporate cases and other active-learning activities. Students may not have enough knowledge of the subject to be able to engage in higher-order cognitive learning activities, such as application or analysis activities in Bloom’s taxonomy . Adding lab-based activities are a straightforward approach to provide active learning approaches to introductory material. Traditional hard sciences have handled this by effecting the four credit hour class, three hours conceptual and one hour lab-based.
Recommended Citation: Baker, E., (2015). How Do We Fit It All In?: Efficacy of Flipped Course Design in Lab-based, Introductory Information Systems Classes. Proceedings of the EDSIG Conference, (2015) n.3613, Wilmington, NC