ERIC EJ1089274: Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions

2014·0.55 MB·English

by  ERIC

Volume 8, Issue 2, 2014 [ARTICLE]
I L
NFORMATION ITERACY AND THE
F C
LIPPED LASSROOM
Examining the impact of a one-shot flipped class on student
learning and perceptions
Andrea Wilcox Brooks This article examines the flipped classroom
Northern Kentucky University approach in higher education and its use in one
-shot information literacy instruction sessions.
The author presents findings from a pilot study
of student learning and student perceptions
pertaining to flipped model IL instruction.
Students from two sections of the same course
participated in this study. One section received
one-shot information literacy instruction using
a flipped approach, while the other section
received traditional one-shot instruction. No
difference was found between the two groups
on a pre- and post-test analysis; however, an
analysis of students’ final papers from the
flipped section showed more bibliography
citations to scholarly journal articles. In
addition, a survey was conducted showing the
majority of students preferred the flipped
approach.

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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
INTRODUCTION Belcher, 2014). As Valenza (2012) stated,
the flipping framework is a “serious sweet

A flipped or inverted class refers to a spot” for all librarians, especially instruction
pedagogical model combining instructional librarians who already provide access to
technology and active learning techniques. many online resources and instructional
In a flipped classroom, students are videos.
typically instructed to view online lectures
or tutorials outside of class. Instructors use In fall 2012, instruction librarians at
class time to guide students in applying Northern Kentucky University began using
lecture material, usually relying on active a flipped approach to teach IL concepts to
learning and group work to create a students enrolled in sophomore writing
collaborative and engaging learning courses. Northern Kentucky University
environment. In other words, “that which is librarians already used active learning
traditionally done in class is now done at techniques to teach IL, but the flipped
approach freed up class time for students to
home and that which is traditionally done as
homework is now completed in collaborate and participate in learning
class” (Bergmann & Sams, 2012, p.13). activities together, building on knowledge
Bergmann and Sams have been strong acquired from online instructional materials.
advocates and leaders for the flipped For participating librarians, the flipped
classroom movement in K-12 education approach seemed to improve the learning
after successfully using video podcasts in a environment, and students appeared to be
high school chemistry class, but flipped more engaged after viewing videos prior to
classrooms also extend to higher education class. However, no formal assessment had
where faculty across disciplines have been been conducted and librarians questioned
experimenting with the inverted approach to whether a flipped approach made a
teaching and learning (Lage, Platt, & significant difference in student learning,
Treglia, 2000; Enfield, 2013; Strayer, 2012). especially in traditional one-shot sessions.
Flipping the classroom is not a new concept, The purpose of this study was to examine
but several articles published in The the impact on student learning after flipping
Chronicle of Higher Education within the one-shot IL instruction and to gather student
last year showcasing professors and feedback regarding this approach.
universities challenging the traditional
lecture model illustrate the currency of the LITERATURE REVIEW
flipped classroom movement (Buemi, 2014;
Kolowich, 2013; Mangan, 2013). While flipped classrooms have gained
popularity and attention in recent years,
Much of the discussion on flipped college and university faculty have been
classrooms focuses on semester-long experimenting with the flipped concept for
courses, yet librarians in K-12 and academic at least a couple of decades. In the mid-
settings are finding this pedagogical model a 1990s Lage, Platt, and Treglia (2000)
useful framework to teach information “inverted” several principles of
literacy (IL) concepts in one-shot instruction microeconomics classrooms realizing “the
sessions (Arnold-Garza, 2014; Hersey & use of learning technologies, particularly
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
multimedia, provide new opportunities for respondents to a subsequent questionnaire
students to learn…” (p. 32). Outside of indicated that pre-assigned videos were
class, students completed assigned readings helpful for in-class activities. However,
and watched videotaped lectures or Arnold-Garza also found 45% of students
PowerPoint presentations with sound, while prefered using class time to learn concepts
class time was spent on economic lab rather than using pre-assigned videos,
activities and worksheets. The authors found indicating the flipped classroom model may
the majority of students preferred the not be ideal for every student. In a
inverted approach. More recent studies from somewhat related study, Kraemer,
higher education classrooms showed Lombardo, and Lepkowski (2007)
positive and negative effects of a flipped compared three pedagogical approaches for
approach. Researchers report students may teaching IL: online, face-to-face, and a mix
be more likely to learn independently of online and face-to-face. Using a pre- and
(Enfield, 2013), ask questions during class post-test, the authors found the hybrid group
(Findlay-Thompson & Mombourquette, “demonstrated the greatest improvement in
2014), and value group learning and test performance following instruction” (p.
innovation in the classroom after a semester 337). These researchers provided
in a flipped classroom (Strayer, 2012). instructional videos to supplement in-class
Although Findlay-Thompson and activities rather than using class sessions to
Mombourquette found no grade difference build on material presented in pre-assigned
between students in a flipped classroom videos. The authors suggested the hybrid
versus a traditional lecture classroom, and approach may have been most successful
Strayer found students in an inverted because it appealed to a variety of learning
classroom reported more unsettled feelings styles.
and a sense of unpredictability with in-class
learning tasks. Given the potential advantages and
limitations of the flipped model, the
The research on flipping classes in higher present study was guided by the following
education has primarily focused on semester research questions:
-long courses. While academic librarians are
also experimenting with the model in 1. Does the pedagogical use of the flipped
semester-long information literacy courses classroom model during one-shot
(Lemmer, 2013), flipped pedagogy is also information literacy instruction impact
finding its way into one-shot IL sessions. student learning?
Datig and Ruswick (2013) described 2. What are student perceptions of the use
positive student and faculty feedback after and informative value of instructional
flipping a one-credit IL course and several videos from a flipped one-shot
course-integrated instruction sessions; information literacy session?
students reported they learned more during
flipped sessions. Arnold-Garza (2014) also THE FLIPPED ONE-SHOT
experienced positive student feedback after
CLASSROOM
flipping 14 one-shot library instruction

sessions; more than 90% of the student
In fall 2012, instruction librarians at Steely
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
Library began flipping information literacy information pertaining to individual
instruction sessions for sophomore research questions. During this time, the
composition classes, designated ENG 291 librarian prompted students to explain
courses. This decision was made after advanced searching techniques learned from
librarians moved some traditionally face-to- the pre-assigned videos. In general,
face instruction to an online platform. Some librarians felt the sessions were more
librarians were reluctant to drop the face-to- engaging when students did complete the
face approach to the ENG 291 courses, video series. Less time was spent explaining
which include a research component, and how to access and use the various research
which nearly all undergraduates are required tools. In addition, librarians found the
to take. However, librarians had been videos to be useful as a reference for
reading about the flipped classroom students later in the semester.
movement in K-12 education and thought
this approach would help students with no METHODS
prior knowledge of the library’s resources.
Participants in this study were students in
Instruction librarians created a series of six two Advanced Composition courses (ENG
videos using a mix of existing and new 291). Both ENG 291 sections were taught
tutorials. The videos ranged in length from by the same professor who regularly
two-and-a-half to five minutes. The brought her classes to the library each
following concepts were addressed in the semester for instruction. Students in the first
series: class, the flipped section, were given access
to a series of video tutorials. To ensure
 Developing and revising a students viewed the material, the course
research question instructor required them to write a summary
 Identifying scholarly sources of the material covered in the videos, and
 Advanced searching in a database they received credit for turning in their
 Evaluating information sources summaries. Students in the second ENG 291
 Incorporating sources into a final class, the traditional section, were given no
research paper requirement beyond attending the library
instruction session on the scheduled date.
Librarians worked with course instructors to
encourage students to view the series of The author led the instruction sessions for
videos prior to attending one-shot both ENG 291 classes. The sessions were
instruction sessions in the library. An set up as described above, but there was
assessment was available at the end of the more emphasis on making sure students
video series and some instructors required could identify scholarly journals during the
students to complete it for a grade. The in- evaluation exercise. While the in-class
class sessions varied slightly, but most learning activities were similar for both
librarians had students work in groups to class sections, the librarian spent more time
complete an evaluation exercise and to explaining the difference between keyword
generate research questions. Students were and subject searches and explaining
also required to search in a database for scholarly sources to students in the
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
traditional section. In the flipped section, Limitations
students provided the explanations and the The research reported here represents a pilot
librarian spent less time providing direction. study to investigate any preliminary
differences between two pedagogical
Pre and Post-Tests approaches to information literacy
After obtaining IRB approval, identical pre- instruction, and to determine whether the
tests were distributed to students in both study would be feasible as a large-scale
ENG 291 sections two weeks prior to the project. Therefore, this study contains a
scheduled instruction session. The pre-test small sample size, and results should not be
consisted of 11 questions, and student generalized to every flipped classroom
responses were made anonymous. One and approach.
a half weeks after the instruction session,
the researcher distributed identical post-tests RESULTS
to students in both sections of ENG 291.

The post-tests were also anonymized and
Pre- and Post-Test
consisted of 11 questions, including one
In the traditional section, 17 students
question on whether students had attended
completed the pre-test and 15 students
the scheduled library instruction session.
completed the post-test; however, one post-
Students in the flipped section were
test was discarded because the student had
provided with an additional six questions
not attended the face-to-face instruction
regarding their perceptions of the online
session. In the flipped classroom section, 21
videos.
students completed the pre-test and 20

students completed the post-test; however,
While both the pre- and post-test contained
two post-tests were discarded because those
eleven questions, only five open-ended
students had likewise not attended the face-
questions from each of the tests were used
to-face session. The author used a rubric to
in the analysis for this study (see Appendix
evaluate and compare responses to
A). The questions selected for analysis best
questions. The maximum score a student
aligned with the desired learning outcomes
could receive was 10 points on each test.
from the face-to-face library instruction
Average scores for both sections from the
sessions.
pre- and post-test are shown in Table 1.

Content Analysis
In both sections, student learning increased
Students were required to submit a final following library instruction, as indicated by
research paper to their ENG 291 professor scores on the pre- and post-test. An
using a minimum of five sources. The independent-sample t-test was used to
instructor did not place a requirement on the confirm a statistical difference between the
types of sources students included in the pre- and post-test scores. A paired-sample t-
paper. At the end of the semester, the author test would have yielded more relevant
of this study collected final papers from findings, but since the data was collected
consenting students to analyze the anonymously it was impossible to match
bibliographies and compare the types of student responses from the pre-test to the
sources used in each section. post-test. Although this is a flaw in the
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
TABLE 1—PRE- AND POST-TEST SCORES
Traditional Class Traditional Class Flipped Class Flipped Class
Avg. score out of 10 Standard Deviation Avg. score out of 10 Standard
Deviation
Pre-Test 4.24 1.89 3.86 1.62
Post-Test 6.43 1.95 6.44 1.54
study, the independent-sample t-test did = .03, p = .98. Based on these findings, the
show an overall significant difference from author concluded the flipped classroom
the pre- to the post-test scores for students model did not have a positive or negative
in the traditional section, t(29) = 3.17, p effect on student learning outcomes.
<.01 and students in the flipped classroom
section, t(37) = 5.08, p<.01. Content Analysis
After collecting final research papers, the
To determine whether student learning was author randomly selected 10 papers from
more significant in the flipped section, the each section to analyze the bibliographies.
author compared the post-test results from Students were required to cite at least five
the traditional and flipped sections. The sources, but most bibliographies included
average post-test scores for both the flipped additional sources. Each section yielded an
classroom (M = 6.44, SD = 1.54) and the equal number of 61 citations for the author
traditional classroom (M = 6.43, SD = 1.95) to analyze. As shown in Figure 1, students
were nearly identical. Another independent- in the flipped section used more peer-
sample t-test further confirmed no statistical reviewed, scholarly journal articles (32)
difference between the two groups, t(30) than students in the traditional section (19),
TABLE 2—SURVEY RESPONSES
Please indicate your level of agreement/disagreement Average response on a scale of
with the following statements: 1 (strongly disagree) to 5
(strongly agree)
I learned something from the online videos 4.16
During the face-to-face session, I was able to apply
3.84
information I learned from the online videos
The instruction I received from the online videos was
3.68
helpful
The online videos enhanced the face-to-face library 3.58
instruction session
I like learning from instructional videos 2.74
I will likely watch at least one of the videos again before
2.47
my research paper is due
Overall, how satisfied are you in the level of IL instruction
4.05
you received through Steely Library?
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
while students in the traditional class cited average, students did not report a preference
more websites. Additionally, students in the for learning from instructional videos (2.74)
traditional section cited more non-peer- or indicate they would refer back to the
reviewed articles from scholarly journals; videos for later instruction (2.47). Overall,
these included commentaries and news students did report feeling satisfied with the
items. instruction received in the flipped class
section (4.05).
Student Perceptions
Nineteen students who experienced the Open-ended questions regarding student
flipped class environment completed a perceptions of the video series provided
survey regarding individual perceptions of qualitative data. When asked what
the online videos and preferences for individuals liked about the video series,
learning (see Appendix B). Seventeen students overwhelmingly provided
students reported watching all the videos comments regarding the content of the
and two reported they watched at least one, videos, such as the tricks provided for
but not all. Using a Likert scale from one to searching and details about scholarly
five, students reported a level of agreement journals. As one student said of the videos,
with statements regarding the videos (see “They didn’t just talk, they showed
Table 2). On average, students most examples.” Two students favorably
strongly agreed they learned something commented on the videos’ length (“short
from the online videos (4.16) and were able and to the point”), but when asked what
to apply information from the videos during they would change about the video series, a
the face-to-face session (3.84). However, on few students suggested combining all the
FIGURE 1—TYPES OF SOURCES
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
videos into one long video. A few students than students in the flipped section. These
also felt some of the information in the sources are often labeled as academic
videos was repetitive and could have been journal articles in a database, but require a
presented more efficiently. In addition, two critical reading of the material to recognize
student comments reflected the videos could they are not peer-reviewed research papers.
be “more interesting.”
While the use of scholarly journals does not
Finally, students were presented with three necessarily indicate students in the flipped
learning choices and asked their section used better or more credible sources,
recommendation for future ENG 291 analyzing the bibliographies does provide
students: 79% recommended future ENG some insight into student evaluation abilities
291 students watch the online video series and their identification and use of scholarly
and attend a face-to-face library instruction sources. Future research could focus on the
session; 10% of respondents recommended relevancy of the sources students cite to
future students watch only the videos; and learn more of how the information is used
another 10% recommended only the face-to- within a paper.
face session.
What are student perceptions of the
DISCUSSION use and informative value of
instructional videos from a flipped
Does the pedagogical use of the
one-shot information literacy
flipped classroom model during one-
session?
shot information literacy instruction
Arnold-Garza (2014) suggested requiring
impact student learning? students to complete additional work
While the pre- and post-test did not show a outside of class may be one reason students
significant difference in student learning indicate a preference for learning concepts
between the flipped and traditional sections, in class rather than in a video. This study
findings from an analysis of student adds evidence to that suggestion as students
bibliographies suggest students in the in the flipped section did not strongly
flipped section may have a better indicate a preference to learn from online
understanding of scholarly sources. In both videos. However, the majority of the
sections, students struggled to define the students did recommend the flipped
concept of scholarly journals on the pre-test. approach for future classes. Perhaps
In the flipped section, one of the videos students recognize the value in the
students were required to watch focused on additional videos, even if it is not their
scholarly sources. It is possible these preferred learning approach.
students arrived at the face-to-face
instruction session with more clarity on It is encouraging to see positive feedback on
these types of sources, and therefore were the use and value of the instructional videos;
able to learn and apply the concept with students reported learning from them, but
more depth. Students who participated in there is also evidence the videos enhanced
the non-flipped section cited more non-peer- the face-to-face session. Unfortunately,
reviewed articles from scholarly journals students were less reluctant to report they
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would watch the videos in the future, information literacy for higher education.
although the post-test and survey were Retrieved from http://acrl.ala.org/
provided less than two weeks after the ilstandards/?page_id=133
instruction session. Future research could
ask students at the end of the semester Bergmann, J. & Sams, A. (2012). Flip your
whether the videos were used, rather than class: Reach every student in every class
asking students if they plan to use the every day. Washington D.C. :International
videos. Society For Technology In Education

CONCLUSION Buemi, S. (2014, April 21). Microflipping:
A modest twist on the 'flipped' classroom.
A major limitation of this study is the small The Chronicle of Higher Education.
sample size. To build on this study, future Retrieved from http://chronicle.com/article/
research could compare learning outcomes Microflipping-a-Modest-Twist/145951/
across multiple sections and survey a wider
number of students. The findings presented Datig, I. & Ruswick, C. (2013) Four quick
here do suggest students may be receptive to flips: Activities for the information literacy
the flipped approach, but the findings do not classroom. College & Research Libraries
overwhelmingly suggest students will learn News, 74, 249-257.
more from a flipped one-shot approach.
However, the findings also do not suggest Enfield, J. (2013). Looking at the impact of
students will learn less. At the time of this the flipped classroom model of instruction
writing, ACRL has released its second draft on undergraduate multimedia students at
of a Framework for Information Literacy for CSUN. TechTrends, 57, 14-27. DOI:
Higher Education (2014) with nods to the 10.1007/s11528-013-0698-1
flipped classroom approach. As the
framework develops into its final form and Findlay-Thompson, S. & Mombourquette,
as new strategies for creating a collaborative P. (2014). Evaluation of a flipped classroom
and active learning environment across in an undergraduate business course.
higher education are discussed, the flipped Business Education & Accreditation, 6, 63-
pedagogical model is worth considering for 71.
the information literacy field.
Hersey, H. & Belcher, S. (2013). Flip your
library: Just ask! Change student attitudes
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Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014
Over-Technology/143229/ 2. What is a research question you could
develop from the topic of social media?
Kraemer, E.W., Lombardo, S.V., & 3. Your professor requires you to include
Lepkowski, F.J. (2007). The librarian, the at least two sources from “scholarly
machine, or a little of both: A comparative journals” in your paper. What is a
study of three information literacy scholarly journal and how do you
pedagogies at Oakland University. College recognize one?
& Research Libraries, 68, 330-342. 4. What search strategies do you use when
you research? In other words, describe
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(2000). Inverting the classroom: A gateway conducting research.
to creating an inclusive learning 5. What is the difference between
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Education, 31, 30-43. search engine, such as Google, for
research?
Lemmer, C.A. (2013). A view from the flip
side: Using the “inverted classroom” to Post-Test Questions
enhance the legal information literacy of the 1. You have been instructed to write a
international LL.M. student. Law Library research paper about body piercings.
Journal, 105, 461-491. Identify keywords you could use to
search for information on this topic.
Mangan, K. (2013, September 30). Inside 2. What is a research question you could
the flipped classroom. The Chronicle of develop from the topic of body
Higher Education. Retrieved from http:// piercings?
chronicle.com/article/Inside-the-Flipped- 3. What are some characteristics of a
Classroom/141891/ scholarly journal?
4. What are some search strategies you
Strayer, J.F. (2012). How learning in an could use when searching in a library
inverted classroom influences cooperation, database?
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APPENDIX A

Pre-Test Questions

1. You have been instructed to write a
research paper about social media.
Identify keywords you could use to
search for information on this topic.

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