(Converted as ePoster, See Poster Gallery) Advancing Social Justice in Education: Examining the Effectiveness of the Flipped Classroom

Background and Purpose

Research demonstrates the flipped classroom model (FCM) effective due to its inclusivity of multiple learning needs: an important factor for students representing marginalized populations. However, only a handful of studies examine its use in social work courses. This study aims to advance social justice in education by examining student perceptions of the FCM for an undergraduate Human Behavior in the Social Environment delivered at a public university. This hybrid online course design includes asynchronous online learning of content followed by activities-based synchronous sessions. Research questions examine how relationships vary by race, age, employment, first-generation, course load, and caregiving status and include:

What is the perceived effectiveness of the learning tasks of the FCM and learning lifespan developmental theory (LSD)?

What is the relationship between the perceived effectiveness of learning tasks and perceived effectiveness of the FCM?

Method

This study used a Qualtrics survey to gather data from social work students in five hybrid HBSE courses to understand their perceptions of acquired knowledge and effectiveness regarding the use of the FCM. Data analysis includes the t-tests and logistic regression.

Results

The sample (n=38) contains 58% students identifying as BIPOC, 53% over age 24, 58% first-generation students, 68% carrying a full course load, 58% as caretakers, and 61% work 20-40 hours a week; the majority of which for each category identify as BIPOC. Results indicate that 74% of students found the FCM effective for their learning, and 98% reported increased knowledge of LSD.

Results for RQ 1 indicate that lectures and class activities are effective for learning LSD (M=3.65, SD=0.09; M=3, SD=0; t(36)=-2.03, p<0.05; M=3.85, SD=0.08; M=3.3, SD=0.13; t(36)=-3.7, p<0.007 respectively), and that caregiving and older students report greater acquisition of LSD (M=0.81, SD=0.10; M=0.36, SD=0.15;t(25)=-2.6, p<0.01; M=0.85, SD=0.10; M=043, SD=0.14;t(25)=-2.4, p<0.24, respectively.) Regression results indicate the for each unit increase in agreement that lectures and classroom activities are effective for learning, the odds of learning LSD increased by 7.7 and 11.7 respectively (x² (8)= 17.19, p<0.03.)

For RQ 2, students who report discussion boards, lectures, and the combination of online tasks and classroom activities effective to learn LSD find the FCM effective (M=3.21, SD=0.16; M=2.6, SD=0.16; t(36)=-2.08, p<0.044; M=3.15, SD=0.14; M=0, SD=0; t(36)=-2.38, p<0.02; M=3.4, SD=0.13; M=2.67, SD=0.21, t(36)=-2.97, p<0.005 respectively.) Students carrying a full course load reported the FCM effective (M=0.3.3, SD=0.18; M=2.4, SD=0.34; t(25)=-2.4, p<0.02.0.) Regression results indicate for a unit increase in readings completed and discussion board posts, the odds of reporting stronger agreement of FCM effectiveness are 2.6 and 3.2 respectively (x²(8) =27.28, p<0.006.) The odds of reporting stronger agreement of FCM effectiveness increased for first generation students, those taking a full course load and working 20-40 hours (7.3, 6.2, and 32.3 respectively.)

Conclusions and Implications

Results indicate the FCM is particularly effective for specific populations and implies that a range of course delivery offerings may best support equal access to education, especially for marginalized groups. Research results were disseminated to the authors’ school of social work resulting in integration of FCM pedagogy.