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.
Two different online homework systems were administered to students in a first-quarter general chemistry course. This study used a multiple regression model to control for the students' academic and socioeconomic background, and it was found that students who completed the online homework activities performed significantly better on a common comprehensive final exam than students who did not participate. More specifically, it was found that students who completed a precourse assignment on an adaptive-responsive homework system (ALEKS; Assessment and Learning in Knowledge Spaces) could expect on average their final exam score to increase by over 13 points when compared to nonparticipating students. Students who completed a precourse assignment on a traditional responsive homework system (MasteringChemistry) also saw an average increase in their final exam score by roughly 8 points versus those who did not participate. Students who worked on the online homework for the entire quarter saw even greater gains in their final exam scores compared to nonparticipants. These findings suggest responsive online homework in general, and a responsive−adaptive learning system driven by knowledge space theory in particular, has a significant positive impact on student performance in the first-quarter general chemistry course.
The use of the flipped classroom approach in higher education STEM courses has rapidly increased over the past decade, and it appears this type of learning environment will play an important role in improving student success and retention in undergraduate chemistry "gatekeeper" courses. Many adopters of the flipped classroom structure see the greatest benefit originating from the additional time this format provides for the implementation of student-centered learning activities during the classroom period. However, results from recent quasi-experiments suggest that improved course performance for students in flipped classroom environments has a significant contribution from the online preclass activities. In order to compare the impact of the preclass online learning environment to the in-class collaborative activities typically done in a flipped classroom, a randomized controlled trial (RCT) was conducted with student volunteers. A two-day organic chemistry stereochemistry unit was delivered to students who were randomly assigned to "flipped classroom" and "traditional lecture" treatment groups. Performance gains were measured after each phase of the instructional intervention for both treatment groups, and these gains were compared to students from a randomly assigned negative control group. A mixed-methods ANOVA indicates that under these experimental conditions the online learning component appears to account for most of the improvement in posttest scores observed in the flipped classroom treatment. These results suggest optimizing the design of the asynchronous online learning environment will positively impact student performance outcomes. Therefore, this component of the flipped classroom deserves more attention from instructional designers and classroom practitioners.
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