A Study of Flipped Information Literacy Sessions for Business Management and Education

Authors

Madeline Cohen, CUNY Lehman CollegeFollow
Alison Lehner-Quam, Lehman CollegeFollow
Jennifer Poggiali, CUNY Lehman CollegeFollow
Robin Wright, Lehman College (CUNY)Follow

Document Type

Presentation

Publication Date

6-9-2016

Abstract

This presentation reports the results of a quantitative study of flipped classroom approaches to information literacy instruction in business and education classes. The presenters used pre- and post-tests to assess learning objectives for students in traditional class sessions and flipped sessions. The findings of our study show a statistically significant improvement in student achievement on pre-tests for those students in the flipped group, but no statistically significant difference in learning outcomes on the post-tests. We discuss the implications of these and other results, as well as the design and execution of the classes.

Comments

This presentation was given at the SUNYLA Annual Conference, June 9, 2016, at Binghamton University (SUNY).