Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

2016 ◽  
Vol 78 (6) ◽  
pp. 471-479 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Flipped Classroom ◽  
Additional Benefit ◽  
Learning Goals ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Content Mastery ◽  
Class Time ◽  
Initial Instruction

Active learning is known to be a key component of student engagement and content mastery. Flipped learning is a pedagogical approach that moves passive, initial instruction out of the classroom (usually as recorded videos) and reserves class time for active-learning exercises that fortify learning. Reports have demonstrated the success of flipped learning, but it is unclear whether that success is due to students watching videos at home (i.e., the “flipped” structure of the flipped classroom) or to the active learning that takes place in class. I sought to answer that question by comparing two sections of sophomore-level college genetics. One section was flipped and the other taught traditionally, but with extensive active learning included as homework. Student satisfaction, performance on quizzes and exams, and overall achievement of course learning goals were compared. Interestingly, after taking into account the diversity of academic strength in both sections, there was no difference between the sections for any of the measured parameters. Although flipped learning may offer no additional benefit over other forms of active learning, it is far easier and more efficient to embed and integrate active learning into a flipped classroom.

The flipped classroom for teaching organic chemistry in small classes: is it effective?

2015 ◽  
Vol 16 (1) ◽  
pp. 179-186 ◽  
Author(s):  
Jessica M. Fautch
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Flipped Classroom ◽  
Pedagogical Approach ◽  
Course Content ◽  
Class Time ◽  
Small College ◽  
Summative Assessments ◽  
Video Lectures ◽  
The Subject

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

scholarly journals Influence of Flipped Classroom in enhancing Achievement in Chemistry of the students of XI Standard

2020 ◽  
Vol 8 (1) ◽  
pp. 221-225
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Cognitive Domain ◽  
Flipped Learning ◽  
Class Time ◽  
Use Of Technology ◽  
Flipped Classrooms ◽  
Conditions Of Learning ◽  
Experimental Group

Technology is the systematic application of scientific knowledge about teaching and learning and conditions of learning to improve the efficiency of teaching and training. The flipped classroom as “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities may be useful for information literacy instruction.” That means that there is much more use of technology for the Flipped Learning Studies on flipped classrooms were based on Bloom’s revised taxonomy of the cognitive domain, which provides six levels of learning. The study was conducted on 180 students of xi standard for enhancing achievement in organic chemistry. The findings indicated that there were significant gains in the mean scores of the experimental group

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

scholarly journals Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

2021 ◽  
Vol 8 (1) ◽  
pp. 36-50
Author(s):  
Huay Ling Tay
Keyword(s):  
Active Learning ◽  
Supply Chains ◽  
Six Sigma ◽  
Flipped Classroom ◽  
Course Design ◽  
Lean Six Sigma ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Space ◽  
Integrated Course Design

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

Is My Classroom Flipped? Using Process Mining to Avoid Subjective Perception

eLearn ◽  
2021 ◽  
Vol 2021 (12) ◽  
Author(s):  
José Francisco dos Santos Neto ◽  
Sarajane Marques Peres ◽  
Paulo Correia ◽  
Marcelo Fantinato
Keyword(s):  
Active Learning ◽  
Management System ◽  
Flipped Classroom ◽  
Process Mining ◽  
Subjective Perception ◽  
Learning Method ◽  
Class Time ◽  
Event Log ◽  
Active Learning Method ◽  
Positive Results

Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses.

scholarly journals Attitude of Higher Secondary Students to Flipped Classroom

2019 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
C Manoharan ◽  
S Birundha
Keyword(s):  
Educational Technology ◽  
Test Scores ◽  
Flipped Classroom ◽  
Intentional Content ◽  
Control Group ◽  
Flipped Learning ◽  
Professional Educators ◽  
Class Time ◽  
Post Test ◽  
Experimental Group

Educational Technology is an applied study which aims at maximizing learning by making use of the scientific and technological method and concepts developed in other social service. “Educational technology is the application of scientific knowledge about learning and conditions learning to improve the effectiveness and efficiency of teaching and learning.”Four Pillars of Flipped Learning Flipped Learning Consists Of Four Pillars: Flexible Environment, learning the culture, intentional content, and Professional educators. Flipped Learning F-L-I-PFlexible Environment Learning Culture Intentional Content Professional Educators. Flipping a classroom is one of the recent methods which requires teachers’ recording the lesson and students’ watching the recordings before coming to the classroom to spend the class time with the activities. As teachers do not deliver the lecture in the class, more time can be allocated to active learning activities. The flipped classroom is “a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction.” That means that there is much more use of technology for Flipped Learning. The objectives of the study were: to study the effectiveness of Flipped classroom instruction upon the teaching of Chemistry at the Higher secondary level. Findings: The means of pre-test scores and post-test scores of experimental groups differ significantly (0.01 level) with the post-test mean being higher than the pretest mean. The implication of that is that the level of acquiring of the basic skills in Chemistry has not increased due to the traditional method in the Control group and the Flipped classroomInstructional Method in Experimental group. The post-test scores of the control and experimental group differ significantly. The means score of the experimental group is greater than of the control group.

Flipped classrooms and student learning: not just surface gains

2016 ◽  
Vol 40 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Sarah McLean ◽  
Stefanie M. Attardi ◽  
Lisa Faden ◽  
Mark Goldszmidt
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Independent Learning ◽  
Undergraduate Teaching ◽  
Time On Task ◽  
Learning Approaches ◽  
Class Time

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.

Between lecture and flipped: The use of “labs” in the public administration classroom

2019 ◽  
Vol 37 (3) ◽  
pp. 312-326 ◽  
Author(s):  
Trent Engbers
Keyword(s):  
Social Sciences ◽  
Student Satisfaction ◽  
Public Administration ◽  
Flipped Classroom ◽  
Real Life ◽  
The Public ◽  
Class Time ◽  
The Social ◽  
Before And After ◽  
Instructor Support

The use of applied labs has long been an established practice in the natural sciences as a means of stressing application of theoretical principles and fostering disciplinary excitement. The social sciences have seen an advent of similar problem-based approaches, but have not adopted a lab-based model. Labs offer an opportunity to use class time for purposes of application without moving fully to a flipped classroom model. This article presents the use of labs in three undergraduate public administration classes: Introduction to Public Administration, Research Design and Data Collection, and Statistics and Data Analysis. The labs are collaborative and feature both peer and instructor support. They utilized an established problem-based strategy to demonstrate the real-life applicability of academic topics ( Kolb, 1984 ; Kramer and Schechter, 2011 ). Data collected from 10 sections of the courses before and after implementation show increased student satisfaction and greater self-reported learning, though the effect on academic performance is more moderated.

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