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.
Cohen, Madeline; Lehner-Quam, Alison; Poggiali, Jennifer; and Wright, Robin, "A Study of Flipped Information Literacy Sessions for Business Management and Education" (2016). CUNY Academic Works.