Design, Implementation, and Evaluation of a Flipped Format General Chemistry Course

Abstract

Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture material was presented online outside of class time using videos of PowerPoint lectures with a voice-over. In-class time was devoted to collaborative problem solving based on the Student Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP) approach, which has been shown to increase student exam scores and passing rates. The purpose of this proof-of-principle study was to look at quantitative measures of student performance in the flipped versus the traditional lecture approach of this chemistry course. Three years of results using ACS standardized exams showed that students' ACS general chemistry exam scores in the flipped class were significantly higher by almost one standard deviation when compared with the students' previous scores in the traditional class. Analysis of open-ended surveys given to students at the end of the course showed that the majority of students responded positively to the format, listing a variety of benefits, drawbacks, and ways to improve that can inform future implementations.

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

“…Relatively weaker students were also found to benefit more than their stronger peers in terms of outcomes on tests in a flipped organic chemistry context (Fautch, 2015). On the other hand, our results offer a counterpoint to most other reports on college learning, which show a general trend of superior performance by students in flipped, inquiry-based, and/or other types of cooperative learning classroom environments (Freeman et al, 2014;Weaver and Sturtevant, 2015;Hibbard et al, 2016;Warfa, 2016). As an illustration, two recent studies specifically in organic chemistry revealed test performance benefits for learners in student-centered, active-learning organic chemistry classrooms (Hein, 2012;Conway, 2014).…”

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

“…There is no doubt about the effectiveness of flipped learning in education of general and organic chemistry [8,10,[13][14][15][16]. What is less evident, as there are only a few studies [17,18], is if analytical chemistry is well suited to the flipped teaching Provides a deep understanding of material 9 Encourages more reading outside face-to-face time 3…”

“…Class time then establishes an interactive learning environment where students engage in activities and problem-based learning that are instructor led [5]. Flipped learning has been widely applied in STEM subjects, notably in the delivery of physics, engineering, and mathematics [3,4,8], and its use in chemistry teaching is increasing, with various studies being published on the delivery of organic or general chemistry in this way [8][9][10][11][12][13][14][15][16].…”

Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

“…These results corroborate some of the more recent findings regarding the use of flipped pedagogical techniques in college-level general chemistry courses. 37,44,45 While some of the activities and assessment methods described (e.g., gated testing) may only be conveniently utilized in smaller classroom settings, many of these strategies described in this paper can be applied in large classrooms and in a variety of chemistry courses.…”