Increasing Completion and Cutting Costs: An Examination of How the Flipped Classroom and One-Room Schoolhouse Models Benefit Community Colleges |
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| Authors: | Brad Pulcini Emily Dennett |
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| Institution: | 1. Student Engagement, Ohio Wesleyan University, Delaware, Ohio, USA;2. First-Year Experience, Ohio Wesleyan University, Delaware, Ohio, USA;3. Mathematics, Central Ohio Technical College, Newark, Ohio, USA |
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| Abstract: | Community colleges continue to operate in a society of accountability and efficiencies. Throughout the country, states have implemented performance-based funding and completion agendas while also tightening or restricting funding for higher education. The state of Ohio has implemented one of the boldest performance funding plans in the country while also mandating that higher education institutions limit spending and lower costs to students. This article explores how Central Ohio Technical College has implemented the flipped classroom and one-room school house models in college-level mathematics courses and how both models of instruction can help community colleges increase successful completion rates to meet performance-based funding completion metrics while also limiting instructional cost. |
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