Classroom Climate Analysis of Flipped Structural Classrooms with Active Learning: A Case Study

Abstract

From passive instruction to highly collaborative active learning, students' success in the classroom varies based on a variety of factors. With different possible learning constructs, how the classroom environment, or climate, is structured can make a significant impact on student success. When developing or adopting new pedagogical approaches, both faculty and student perspectives need to be better understood. To help fill the gaps in active learning knowledge from a student perspective, this research looked at different active learning classroom environments by assessing them with the established College and University Classroom Environment Inventory (CUCEI). The focus of this paper centers on a single instructor that has flipped then added active learning techniques across a steel design class and a computer modeling class. To see if, and to what extent, active learning impacts the classroom climate, data from before and after active learning were compared. As part of this, CUCEI compares climates based on seven psychosocial dimensions: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. This paper examines: 1) how climates change between traditional and active delivery, 2) does the quantity of active learning change the climate, and lastly, 3) is there a relationship between climate and student achievement. Results show that climate perspectives do not necessarily increase or could possibly decrease when active learning is deployed. While much of the data was inconclusive, due to small sample sizes and a lack of statistical evidence, there were several observed trends that provide rich insights for educators. First, the steel course had several unique instances compared to the modeling class. In steel design, four psychosocial dimensions can best predict grades while for computer modeling only two psychosocial dimensions predict grades. Additionally for steel design, the most important climate characteristics for success are: students enjoy going class; students know exactly what has to be done; and faculty letting students decide some of the success metrics. As for computer modeling, key climate factors include: the level of in class instructor real-time support and instructors giving ample opportunity for students to pursue their class interests.