Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom. The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

Download Full-text

Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

MADRASAH ◽

10.18860/jt.v6i1.3293 ◽

2016 ◽

Vol 6 (1) ◽

pp. 14

Author(s):

Ling Ying Leh

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Student Involvement ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Learning Experiences ◽

Learning Approaches ◽

Student Centered ◽

Passive Learning

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

Download Full-text

Totally Flipping Instruction Advantages, Alternative Models, and Challenges of a Flipped Classroom in K-12 and Higher Education

Emerging Realities and the Future of Technology in the Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6480-6.ch010 ◽

2021 ◽

pp. 158-175

Author(s):

Kelly M. Torres ◽

Samantha Tackett ◽

Meagan Caridad Arrastia-Chisholm ◽

Jamie Landau

Keyword(s):

Higher Education ◽

Active Learning ◽

Flipped Classroom ◽

Learning Experiences ◽

Instructional Model ◽

Academic Needs ◽

Course Materials ◽

Advantages And Disadvantages ◽

Flipped Classrooms ◽

K 12

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

Download Full-text

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

Chemistry Education Research and Practice ◽

10.1039/d0rp00266f ◽

2021 ◽

Author(s):

Trisha Gupte ◽

Field M. Watts ◽

Jennifer A. Schmidt-McCormack ◽

Ina Zaimi ◽

Anne Ruggles Gere ◽

...

Keyword(s):

Organic Chemistry ◽

Learning Strategies ◽

Learning Experience ◽

Learning Experiences ◽

Meaningful Learning ◽

Writing To Learn ◽

Chemistry Laboratory ◽

Primary Data ◽

Survey Analysis ◽

Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Download Full-text

Emerging Technologies

International Journal of Information Communication Technologies and Human Development ◽

10.4018/ijicthd.2017040101 ◽

2017 ◽

Vol 9 (2) ◽

pp. 1-19

Author(s):

Victoria M. Cardullo ◽

Nance S. Wilson ◽

Vassiliki I. Zygouris-Coe

Keyword(s):

Active Learning ◽

Emerging Technologies ◽

Project Based Learning ◽

Educational Design ◽

Student Centered ◽

Student Centered Learning ◽

Pedagogical Content ◽

Knowledge Framework ◽

Flipped Classrooms ◽

Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

Download Full-text

The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects

AJP Advances in Physiology Education ◽

10.1152/advan.00125.2019 ◽

2020 ◽

Vol 44 (1) ◽

pp. 80-92

Author(s):

Joseph A. Rathner ◽

Mark A. Schier

Keyword(s):

Active Learning ◽

Flipped Classroom ◽

Learning Experience ◽

Student Assessment ◽

Renal Physiology ◽

Classroom Teaching ◽

Time On Task ◽

Pass Rates ◽

Learning Content ◽

The Impact

Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects ( semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 = 2.306, P = 0.023). Finally, students’ perception of their learning experience remained at or above the university benchmarks (median score of >80% for all iterations of the subjects). While the most frequent and persistent area that students suggested could be improved was reduction of content, equal numbers of students commented that no improvement in the subjects was required. Despite the generally positive attitude to recorded didactic teaching content, classroom attendance remained very low, and students did not engage with the active learning content. This suggest that more emphasis needs to be placed on promoting class attendance by developing better active learning content.

Download Full-text

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch002 ◽

2020 ◽

pp. 18-34

Author(s):

Sandrina B. Moreira

Keyword(s):

Higher Education ◽

Active Learning ◽

Learning Environments ◽

Interactive Learning ◽

Learning Experiences ◽

Decisive Role ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

Download Full-text

THE IMPACT OF THE CLASSROOM ENVIRONMENT ON THE TRANSITION FROM THE TRADITIONAL MODEL TO THE FLIPPED CLASSROOM IN A UNIT OPERATION COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13754 ◽

2019 ◽

Author(s):

Clémence Fauteux-Lefebvre

Keyword(s):

Active Learning ◽

Classroom Environment ◽

Flipped Classroom ◽

Learning Experience ◽

Deep Understanding ◽

Entire Group ◽

Unit Operation ◽

Efficient Design ◽

Design Skills ◽

The Impact

The learning objectives of the Unit Operation course are to learn, understand and apply the operational and design principles of various separation units. For each unit, students must learn the process principles, how to apply mass and energy balances and how to use solving procedures in various contexts to design units, based on given parameters and operating objectives. The main challenges for the students are to develop the general design skills and the necessary knowledge of the theory principles, with a deep understanding of the various concepts and procedures specific to each unit. The traditional format of the course leads students to solve problems mostly during their study time, while the help of the teacher is not direct. A flipped classroom approach would allow students to revise, explore and acquire significant part of the knowledge online or on their own rather than during the lectures and then to benefit from more efficient design problem-solving sessions. It, however, requires adaptation and engagement from both the students and the instructors for a successful learning experience. In this course, the transformation is gradually implemented with the use of active learning classrooms and the development of a blended learning format of the course, to obtain an entirely flipped classroom. The access to active learning classrooms is one of the tools that could impact the quality of the flipped classroom organization, but also change the student’s experience, and was the studied. Having the suitable space, tools and seating organization to easily work in team and share their work with the entire group efficiently could help them to be engaged and to develop these new skills. The assessment of the student’s experience during the unit operations course in the active learning classroom showed that it promotes collaboration and it was appreciated by the majority of students, with a clear preference for this classroom over a traditional one for the various learning activities. It could then help reducing some obstacles to engage students in cooperative learning.

Download Full-text

Not All Flipped Classes are the Same

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v19i5.25856 ◽

2019 ◽

Vol 19 (5) ◽

Author(s):

Alyssa Lawson ◽

Caylor Davis ◽

Ji Son

Keyword(s):

Higher Education ◽

Active Learning ◽

Flipped Classroom ◽

Design Approach ◽

Cognitive Sciences ◽

Popular Method ◽

Instructional Activities ◽

Flipped Classrooms ◽

The Individual ◽

K 12

The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.

Download Full-text

Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

Sustainability ◽

10.3390/su13169298 ◽

2021 ◽

Vol 13 (16) ◽

pp. 9298

Author(s):

Chien-Chih Chen

Keyword(s):

Experiential Learning ◽

Blended Learning ◽

Learning Outcomes ◽

Learning Theory ◽

Flipped Classroom ◽

Learning Cycle ◽

Experiential Learning Theory ◽

E Learning ◽

Flipped Classrooms ◽

Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

Download Full-text

Blended Learning: Study of a formative assessment in the flipped classroom model

Archives of Business Research ◽

10.14738/abr.82.7772 ◽

2020 ◽

Vol 8 (2) ◽

pp. 1-7

Author(s):

Juliana Souza

Keyword(s):

Blended Learning ◽

Formative Assessment ◽

Flipped Classroom ◽

Learning Experience ◽

Learning Model ◽

Formative Assessments ◽

The Other ◽

Learning Study ◽

Online Environment ◽

Online Platform

Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

Download Full-text