This chapter corresponds to the STUDY step in the P-D-S-A cycle, where the results of the flipped class are compiled and analyzed. The chapter will discuss the definition, acquisition, and analysis of data that will yield relevant and appropriate results. Michael G. Moore's Theory of Transactional Distance provides the theoretical foundation underlying the measurement scales that are presented in this chapter. These include the Scale of Transactional Distance and the Scale of Relative Proximity for measuring transactional distances in the flipped classroom, and the COLL-TD/F scale to measure collaboration in the flipped class. The use of student satisfaction as an outcome measure is discussed, and the determination of which transactional distance are significant predictors of satisfaction is explained.
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In designing their syllabus for a flipped course, instructors must prescribe each session’s learning objectives, what information the student must learn before coming to class, and how the required information will be presented to the student. The instructor must also plan the in-class interactive group learning activity (IGL) and how to assess at the end of each session, whether each student has achieved that session’s learning objectives. Together, these activities may be referred to as determining the course structure.
While learning the assigned out-of-class information, students may choose to interact with their group members and/or the instructor to seek guidance, support, or feedback. Similarly, while engaged in their in-class IGL, students must interact with their group members and receive coaching and consultation from the instructor. When these interactions are conducted in a positive manner that recognizes and appreciates individual differences and are conducted in a civil manner, they are referred to as dialog.
In flipped learning, students are required to learn the out-of-class materials before coming to class. As a group, they can decide whether they will learn the material individually, or wait until class to engage in the IGL activity along with their group members. They might also choose to study and meet with their group prior to class to complete as much of the IGL activity before class starts, with the aim of being released from class early. Thus, student teams have a degree of autonomy in setting their goals as to what to learn, deciding and executing that learning, and evaluating when they have learned enough to go to class and complete that session’s learning requirements.