Streaming talk to explore flipped classrooms

October 31, 2013

UNIVERSITY PARK, Pa. -- Flipped classrooms have gained considerable attention lately. Delivering technical content via online modules frees up class time for active learning and increases both peer interaction and student-faculty interaction. In an online Center for Online Innovation in Learning (COIL) Conversation, Stephanie Velegol from the Penn State Department of Civil & Environmental Engineering and Emily Mahoney from Civil Engineering will help us explore the question: Does the flipped model also increase student motivation to succeed? 

The talk is set for 3 to 4 p.m. Nov. 15 at

The duo will look toward previous work on motivation that suggests that students become motivated to succeed in class based on three levers: perceived efficacy expectations, the supportive nature of the learning environment and the perceived subject value. They evaluated these three levers using a large engineering class that has been flipped using Bandura self-efficacy questionnaires to identify changes in self-efficacy, and student surveys and focus groups to test for perception of value. In addition they used the College and University Classroom Environment Inventory (CUCEI) to assess the classroom climate in both the flipped class and various control classes that were not flipped. Velegol and Mahoney will present the results from this study and discuss how they can be used to improve flipped classrooms and motivate students across the University.

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Last Updated March 17, 2015