Flipping quantitative tutorials

Ralf Becker; Steven Proud

doi:10.1016/j.iree.2018.01.004

Flipping quantitative tutorials

Ralf Becker, Steven Proud^*

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal)

3 Citations (Scopus)

75 Downloads (Pure)

Abstract

Flipping has become a rather fashionable term in higher education, largely in the format of lecture environments, where students are required to watch introductory material prior to a lecture, but the literature has not discussed flipping in a small class environment. In this paper, we consider statistics and econometrics classes at two UK universities which have introduced flipping to small group teaching. We show that, on the whole, student perceptions are positive towards flipping, and we demonstrate clear, qualitative, pedagogical benefits from flipping the classroom.

Original language	English
Article number	29
Pages (from-to)	59-73
Number of pages	15
Journal	International Review of Economics Education
Volume	29
Early online date	1 Feb 2018
DOIs	https://doi.org/10.1016/j.iree.2018.01.004
Publication status	Published - Sep 2018

Keywords

Flipping
Quantitative methods
Small group teaching

Access to Document

10.1016/j.iree.2018.01.004

Full-text PDF (accepted author manuscript)
This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Elsevier at https://doi.org/10.1016/j.iree.2018.01.004 . Please refer to any applicable terms of use of the publisher.
Accepted author manuscript, 820 KBLicence: CC BY-NC-ND

Link to publication in Scopus

Fingerprint Dive into the research topics of 'Flipping quantitative tutorials'. Together they form a unique fingerprint.

Cite this

Becker, R., & Proud, S. (2018). Flipping quantitative tutorials. International Review of Economics Education, 29, 59-73. [29]. https://doi.org/10.1016/j.iree.2018.01.004

@article{d4936870921b48a4951617554a86f289,

title = "Flipping quantitative tutorials",

abstract = "Flipping has become a rather fashionable term in higher education, largely in the format of lecture environments, where students are required to watch introductory material prior to a lecture, but the literature has not discussed flipping in a small class environment. In this paper, we consider statistics and econometrics classes at two UK universities which have introduced flipping to small group teaching. We show that, on the whole, student perceptions are positive towards flipping, and we demonstrate clear, qualitative, pedagogical benefits from flipping the classroom.",

keywords = "Flipping, Quantitative methods, Small group teaching",

author = "Ralf Becker and Steven Proud",

year = "2018",

month = sep,

doi = "10.1016/j.iree.2018.01.004",

language = "English",

volume = "29",

pages = "59--73",

journal = "International Review of Economics Education",

issn = "1477-3880",

publisher = "Elsevier",

}

TY - JOUR

T1 - Flipping quantitative tutorials

AU - Becker, Ralf

AU - Proud, Steven

PY - 2018/9

Y1 - 2018/9

N2 - Flipping has become a rather fashionable term in higher education, largely in the format of lecture environments, where students are required to watch introductory material prior to a lecture, but the literature has not discussed flipping in a small class environment. In this paper, we consider statistics and econometrics classes at two UK universities which have introduced flipping to small group teaching. We show that, on the whole, student perceptions are positive towards flipping, and we demonstrate clear, qualitative, pedagogical benefits from flipping the classroom.

AB - Flipping has become a rather fashionable term in higher education, largely in the format of lecture environments, where students are required to watch introductory material prior to a lecture, but the literature has not discussed flipping in a small class environment. In this paper, we consider statistics and econometrics classes at two UK universities which have introduced flipping to small group teaching. We show that, on the whole, student perceptions are positive towards flipping, and we demonstrate clear, qualitative, pedagogical benefits from flipping the classroom.

KW - Flipping

KW - Quantitative methods

KW - Small group teaching

UR - http://www.scopus.com/inward/record.url?scp=85040688213&partnerID=8YFLogxK

U2 - 10.1016/j.iree.2018.01.004

DO - 10.1016/j.iree.2018.01.004

M3 - Article (Academic Journal)

AN - SCOPUS:85040688213

VL - 29

SP - 59

EP - 73

JO - International Review of Economics Education

JF - International Review of Economics Education

SN - 1477-3880

M1 - 29

ER -