Casey McCabe: Student Out-of-Class Behavior in a Flipped Intro Biology Course: Interaction Patterns & Self-Regulated Learning Strategies
In the fall semesters of 2013-2016, General Biology I at UMass Boston was taught in a flipped format, in which students prepared for class by watching lecture videos and answering comprehension problems. Because these videos and problems were available to students online as part of the Small Private Online Course (SPOC), log files were generated tracking all student activity throughout the semesters.
Our research centers on understanding how students approach independent learning in a flipped course setting using learning analytics. In accomplishing this, McCabe will describe student interaction patterns with the SPOC and discuss how these behavioral patterns relate to the requirements and expectations of the course. After the first semester of this flipped course (Fall 2013), student behavior on SPOC problems was more restricted due to a new grading scheme.
McCabe will also present data on how trends in video viewing and problem submission shifted after altering the expectations of the online assessments and provide a discussion of the costs and benefits of low-stakes assessment in a course dependent on independent learning. Additionally, during Fall 2016, McCabe characterized student use of self-regulated learning strategies through student surveys and interviews, which provide further detail on student out-of-class behavior and support for explanations of student SPOC interaction patterns.