ENGAGEMENT WITH THE INVERTED CLASSROOM APPROACH: STUDENT CHARACTERISTICS AND IMPACT ON LEARNING OUTCOMES

Abstract – The focus of this paper is to take a closer look at this question of engagement with the inverted classroom approach and specifically address the following two research questions: 1) Do students with different degrees of engagement with the inverted classroom approach exhibit different academic characteristics?, and 2) How does the degree of engagement affect the learning of the course material? To assess these questions, the students preferred learning styles (ILS), their self-efficacy, and their academic performance prior to the course were assessed. As well, the students ’ engagement with the approach was assessed through their lecture attendance and pre-class video viewing, and their learning was quantified through pre/post concept tests, in-class pop quizzes, and the fina