Dr. Byron C Havard

Virtual reality (VR) is an evolving emergent technology that recently gained growing interest and has gradually been utilized into teaching and learning processes for educational purposes. VR has great potential to enhance student engagement and learning in a more interactive and authentic manner. However, mass adoption for the teaching-learning process has not yet occurred and integrating VR technology into higher education classrooms is still at an infant stage. Moreover, research on providing a comprehensive guide for designing a high-quality engaging learning environment integrating VR, specifically in an online learning environment, is scant. This presentation will share how VR technology was integrated into a higher education online course to provide students with the opportunity to design and develop a VR learning experience addressing a specific learning outcome that was also assessed within the VR environment.

The purpose of this meta-analysis is to provide a synthesis of the quantitative educational research that currently exists regarding the effects of the flipped classroom strategy on K-12 students’ mathematics learning outcomes. The flipped classroom strategy requires students to view content before class and engage in active, problem-based, and collaborative learning during class. Research reveals a wide range of outcomes including an increase in student engagement, productive use of class time, positive student perceptions of the quality of instruction, an increase in student motivation and self-efficacy, and an increase in student performance and learning outcomes. The overarching research questions of this meta-analysis are: What is the overall effect of the flipped classroom strategy on K-12 students’ mathematics learning outcomes? What is the effect of the flipped classroom strategy based on mathematics content area? What educational environments and learners serve as the contexts for these studies? A rigorous search strategy revealed 1,921 studies, retrieved through 13 databases, and 33 studies were included in the final analysis. The overall effect of the flipped classroom strategy on K 12 students’ mathematics learning outcomes (g = .497, SE = .088) was statistically significant. Additional results are also provided.