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Spring used blended instruction, summer used a blended-plus-flipped semi-flipped design, and fall used a fully flipped model. Multiple-choice and free-response final exam results were compared for all students and demographic segments, including underrepresented minorities and transfer students. Differences with medium-to-large effect sizes suggested some flipped instruction may benefit lower- and higher-order skills. Classroom environment ratings were statistically similar with small effects, though blended showed a more favorable trend.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparing-the-effectiveness-of-blended-semi-flipped-and-flipped-formats-in-an-engineering-numerical-methods-course/588692/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparing-the-effectiveness-of-blended-semi-flipped-and-flipped-formats-in-an-engineering-numerical-methods-course/588692.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the blended, semi-flipped, and flipped formats scheduled during 2014?","Question",{"text":112,"@type":113},"Spring 2014 used blended instruction, summer 2014 used a blended-plus-flipped combination for a semi-flipped course, and fall 2014 used a fully flipped approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of student outcomes were compared to assess instructional effectiveness?",{"text":117,"@type":113},"The study compared multiple-choice and free-response results from identical final exams for all students and for selected demographic segments.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the classrooms differ in perceived classroom environment?",{"text":121,"@type":113},"The three classroom environments were statistically similar with small effect sizes, though there was a trend toward lower ratings for the flipped and semi-flipped classrooms compared with the blended classroom.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588692,1792586028,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2016  \nComparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course  \nRENEE M. CLARK University of Pittsburgh Pittsburgh, PA  \nAUTAR KAW  \nUniversity of South Florida Tampa, FL  \nAND  \nMARY BESTERFIELD-SACRE University of Pittsburgh Pittsburgh, PA  \nABSTRACT  \nBlended, flipped, and semi-flipped instructional approaches were used in various sections of a numerical methods course for undergraduate mechanical engineers. During the spring of 2014, a blended approach was used; in the summer of 2014, a combination of blended and flipped instruction was used to deliver a semi-flipped course; and in the fall of 2014, a fully-flipped approach was taken. Blended instruction aims to integrate technology-driven instruction with face-to-face learning and is often used to enhance the traditional lecture. With “flipped” instruction, students practice skills during class after viewing or/and reading lecture content beforehand. To directly assess these instructional methods, we compared multiple-choice and free response results from identical final exams. We did this for all students as well as demographic segments of interest to our research, including underrepresented minorities and transfer students. We uncovered several differences having medium to large effect sizes, suggesting that some degree of flipped instruction may have been more beneficial than blended learning for both lower and higher-order skills development. The students rated the classroom environment using Fraser’s College and University Classroom Environment Inventory (CUCEI) . The three classroom environments were statistically similar with small effect sizes. However, there was a trend in lower ratings for the flipped and semi-flipped classrooms versus the blended classroom across the various environmental dimensions. This may indicate that blended instruction had the most desirable classroom environment. Based on an evaluation survey,  \nADVANCES IN ENGINEERING EDUCATION  \nComparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course  \nonly 38% of respondents preferred flipped instruction to usual methods, although 54% preferred active learning to lecture. In an open-ended question, the most frequently-stated benefits of flipped instruction involved enhanced learning or learning processes, and engagement and professional behaviors. These results aligned with our focus group results. This study is believed to be one of the first to compare these three modalities in a STEM course.  \nKey words: Flipped class, Blended instruction, Numerical Methods, Mechanical Engineering.  \nINTRODUCTION  \nThe teaching of STEM courses solely through the traditional lecture is emerging as an ineffective and inferior method of instruction (Mazur, 2009; Freeman et al., 2014; Wieman, 2014) . When topics are complex, students require in-depth engagement activities to practice their higher order thinking skills and fully construct an understanding of the topic (Garrison & Vaughan, 2008) . Blended learning has emerged in higher education as a means to provide more engaging, quality-driven experiences for learners. It aims to optimally integrate face-to-face teaching with online learning (Garrison & Vaughan, 2008; Bourne [et. al](et. al), 2005; Dziuban et al. , 2006) . With blended learning, aspects of face-to-face classroom learning are replaced or enhanced by online or technology-based experiences, such as simulations, labs, tutorials, and assessments (Garrison & Vaughan, 2008) . Those who employ blended learning have the objective of “using the web for what it does best, and using class time for what it does best” (Osguthorpe & Graham, 2003, 227) . Thus, blended learning is the convergence of two historically separated teaching models – traditional face-tof","cbCailExSLV3TDVw","https://ap.wps.com/l/cbCailExSLV3TDVw","pdf",1471849,38,"English","# Abstract\n# Introduction","[{\"question\":\"How were the blended, semi-flipped, and flipped formats scheduled during 2014?\",\"answer\":\"Spring 2014 used blended instruction, summer 2014 used a blended-plus-flipped combination for a semi-flipped course, and fall 2014 used a fully flipped approach.\"},{\"question\":\"What kinds of student outcomes were compared to assess instructional effectiveness?\",\"answer\":\"The study compared multiple-choice and free-response results from identical final exams for all students and for selected demographic segments.\"},{\"question\":\"Did the classrooms differ in perceived classroom environment?\",\"answer\":\"The three classroom environments were statistically similar with small effect sizes, though there was a trend toward lower ratings for the flipped and semi-flipped classrooms compared with the blended classroom.\"}]","Comparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course | PDF",1792065753,96]