Method: Flipped instructional methods are emerging as a means to integrate technology into the classroom and increase opportunities for active learning. Bishop and Verleger (2013) define the flipped classroom as an educational approach that combines direct computer-based individual instruction that occurs outside of the classroom along with student-centered interactive group learning activities that occur inside the classroom.
Analysis/Results: Self-efficacy is the belief in oneself to achieve success in various situations and is a construct of the Social Cognitive Theory. Self-efficacy posits that individuals learn from (ranked in order from most impactful to least impactful) performance experience, vicarious experience, verbal persuasion, and interpretation of physiological and affective states (Bandura, 1997).
Conclusions:
One class of 35 students will receive a traditional approach to bowling. An additional 35 students will be taught utilizing the same course material but with a flipped classroom approach employing online videos. The study will utilize surveys measuring self-efficacy of specific bowling skills based on Bandura’s (2005). Additionally, observations and journals will be used to triangulate data (Patton, 2000) and provide a deeper context of understanding, along with fidelity checks to verify planned instruction. Data will be collected Spring of 2015.