Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

2016 ◽  
Vol 17 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jack F. Eichler ◽  
Junelyn Peeples
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Student Response ◽  
Collaborative Group ◽  
Grade Point ◽  
Science Courses ◽  
Introductory Science ◽  
Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

scholarly journals Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

2005 ◽  
Vol 4 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Ann C. Smith ◽  
Richard Stewart ◽  
Patricia Shields ◽  
Jennifer Hayes-Klosteridis ◽  
Paulette Robinson ◽  
...  
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Course Evaluation ◽  
Online Discussions ◽  
Graduate Assistants ◽  
Science Courses ◽  
Scientific Teaching ◽  
Large Enrollment ◽  
Biology Courses ◽  
University Course

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

scholarly journals A Comparative Study Between Traditional Face-To-Face, Audience Response System, and A Flipped Classroom Plus Audience Responce System in Pharmacology Education.

2020 ◽  
Author(s):  
Naoto Nakagawa ◽  
Toshiyuki Yamashita
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Background Information ◽  
Audience Response System ◽  
Audience Response ◽  
Learning Methods ◽  
Grade Point ◽  
Face To Face ◽  
Response System ◽  
Significant Difference

Abstract Background: Active learning methods, audience response system (ARS) and flipped classroom (FC), have applied in higher education internationally. However, these outcomes in Japan are uncertain. This study presents a comparison of teaching methods such as the traditional face-to-face (TFF), ARS, and FC plus ARS that are used to enhance student pharmacists’ understanding of pharmacology.Methods: Sophomores at Ohu University were recruited for this study from 2017 to 2019. The TFF were performed in 2017; the ARS were performed in 2018; and the FC plus ARS were performed in 2019. Exam scores were compared between the three methods and anonymous questionnaires were also surveyed in 2018 and 2019 to compare students’ preferences. The Kruskal-Wallis test and ANOVA were carried out depending on data distributions. Categorical data were analyzed using the Chi square test and the Fisher’s exact test. The ANCOVA was performed if background information between the three cohorts was significantly different.Results: The groupings of the participants went as follows: 49 students in 2017, 78 students in 2018, and 90 students in 2019. Their academic backgrounds of each year at the end of their freshman year were similar except for their grade point averages (GPAs). The medians of their pharmacology exam correct rates for the TFF, ARS, and FC plus ARS were 73.3%, 90.0%, and 93.3%, respectively. ANCOVA utilizing GPA as the covariance revealed that the ARS and the FC plus ARS significantly improved exam correct rates compared with the TFF (p < 0.001). There was no significant difference between the ARS and the FC plus ARS groups (p = 0.487). A subgroup analysis in terms of gender difference revealed that the ARS was a significantly improved method compared to the FC plus ARS for female students (p = 0.009), whereas the ARS was not for male students (p = 0.819). Anonymous questionnaires revealed that students in the FC plus ARS lectures had good readiness, enjoyed their classes, and felt fulfillment compared with the ARS lectures. Conclusions: Active learning methods including the ARS and FC plus ARS are significantly more effective than TFF methods.

scholarly journals Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13
Author(s):  
Sushil Acharya ◽  
Priyadarshan Anant Manohar ◽  
Peter Wu ◽  
Bruce Maxim ◽  
Mary Hansen
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Assessment Tools ◽  
National Science Foundation Grant ◽  
Learning Tools ◽  
Design Development ◽  
Applied Knowledge

Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&V courses. The active learning tools focus on some specific SV&V topics such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools.In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like pre-requisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.

Promoting active learning in introductory financial accounting through the flipped classroom design

2016 ◽  
Vol 8 (1) ◽  
pp. 72-87 ◽  
Author(s):  
Camillo Lento
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Financial Accounting ◽  
Control Group ◽  
Classroom Design ◽  
Grade Point ◽  
Content Type ◽  
Active Learning Strategies

Purpose – The purpose of this paper is to describe a classroom design for introductory financial accounting that promotes active learning through a flipped classroom approach. A course learning management system, white-board voice-over video applications, an online homework manager and online tutorials pre-packaged with the course textbook were all adopted to facilitate the flipped classroom. The in-class sessions were refocussed around active learning strategies, including case analysis, concept mapping, solving comprehensive problems, mini lectures with bookends, and small group discussions. Design/methodology/approach – A quasi-experimental design, combined with student surveys, are utilized. A Wilcoxon rank-sum test is used to assess the significance of any difference in student performance between a lecture-based course (control group, n=92) and the flipped classroom course (experimental group, n=97). Student performance is measured based on final exams and overall course grades. Findings – The results suggest that the flipped classroom improved student grade point averages, final exam performance, and pass rates. Both the stronger and weaker students benefited from the technologies and active learning strategies adopted in the flipped classroom. Originality/value – This is the first known study to investigate the efficacy of promoting active learning in introductory financial accounting through a flipped classroom design. This study is valuable for accounting educators, and educators in other similarly technical disciplines, who seek to combat the high failure rates that typically plague complex, technical introductory courses.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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