Direct Comparison Of Flipping In The Large Lecture Environment

Abstract

Very large lecture-based classes are a commonly used teaching mode at high-population universities. To ascertain the effectiveness of ?flipping the classroom? in these classes, a study focused on the change in the presentation mode: in-person lectures versus recorded lectures posted online with problem solving during class time. The study involved two very large classes (320 and 415 students) of second-semester general chemistry students taught by the same instructor. One class was taught in the traditional lecture format normally used within the department with example problems posted online. The other class was taught using a flipped protocol and those students accessed all lectures online with class time devoted to instructor-led examples and small group problem solving. Final grades were compared between the two groups and results showed that students in the flipped class had a greater percentage of high grades (?A? and ?B? grades) compared to the control group. The control group had more ?C? or average grades but the two groups had almost identical percentages of low grades (?D? and ?F?). This suggests that the average performing students were aided by this teaching method compared to the traditional teaching format. Surveys that were administered to each class at the end of the semester revealed that students in the flipped class found the online instruction valuable; 86% watched at least some recorded lectures more than once and 68% responded that they would take another class using this teaching method. The control class expressed a high evaluation of the in-class instruction but did not express a high evaluation of the example problems and slides (without recorded lecture) provided online.

Publication Date

1-1-2016

Publication Title

ACS Symposium Series

Volume

1228

Number of Pages

1-18

Document Type

Article; Book Chapter

Personal Identifier

scopus

DOI Link

https://doi.org/10.1021/bk-2016-1228.ch001

Socpus ID

85002292113 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85002292113

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