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

Abstract

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a single instructor, comparing the flipped learning format to a more traditional lecture format. Students’ conceptual knowledge was captured through the use of American Chemical Society (ACS) standardized exam scores and analyzed using one-way ANCOVA. Student motivation and learning perceptions were assessed using the Chemistry Motivation Questionnaire (CMQ-II) and an in-house Blended (Flipped) Learning Survey. Statistical analysis indicated that students instructed through the flipped learning platform performed better than those taught using traditional pedagogy. Student perceptions regarding flipped learning were mostly positive and reflected motivation to succeed. Educational implications and significance of this work are discussed.

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).…”

A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines

“…Finally, as some recent studies have looked at how student-centred learning and the individualised learning opportunities offered by the support of the flipped classroom can have an impact on the efficacy of the flipped-learning design in raising students' attainment and increasing their engagement, an empirical and longitudinal study to explore this notion would be beneficial (e.g. Hibbard et al, 2016;O'Flaherty and Phillips, 2015;Little, 2015).…”

Ters Yüz Edi̇lmi̇ş Sinif Modeli̇ni̇n Öğretmen Adaylarinin Eri̇şi̇leri̇ne, Üstbi̇li̇ş Farkindaliklarina Ve Epi̇stemoloji̇k İnançlarina Etki̇si̇

“…Alanyazın incelendiğinde, TES modelinin matematikten (DeSantis, Van Curen, Putsch ve Metzger, 2015), kimya öğretimine (Schultz, Duffield, Rasmussen ve Wageman, 2014;Trogden, 2015) dil öğretiminden (Başal, 2015, Helgeson, 2015 fizik öğretimine (Kettle, 2013) kadar birçok ders de çalışıldığı anlaşılmaktadır. İlgili çalışmalar, TES modelinin pratiğinden (Hibbard, Sung ve Wells, 2016;MacKinnon, 2015;Maxson ve Szanislo, 2015;Pearson, 2013;Prashar, 2015;Sharma, Lau, Doherty ve Harbutt, 2015;Smith, 2013), teorisine (Filiz ve Kurt, 2015;Karadeniz;Mehring, 2016;Nederveld & Berge, 2015;Seery, 2016;Temizyürek ve Ünlü, 2015) geniş bir alana yayıldığı söylenebilir.…”

“…Elde edilen bulgular Tablo 6'da gösterilmiştir. (Davies, Dean ve Ball, 2013;Hibbard, Sung ve Wells, 2016;MacKinnon, 2015;Pearson, 2013;Prashar, 2015;Tune, Sturek ve Basile, 2013;Wilson, 2013 Marlowe, 2012;Saunders, 2014) yer almaktadır. Nitekim, TES modeli internete ulaşım sorunları, öğrencilerin gereken hazırlıkları yapmadan sınıfa gelmeleri, bazı öğrencilerin yeni uygulamalara ilişkin dirençleri (McCarthy, 2016), anında dönüt alınmaması (Ramirez, Hinojosa ve Rodriguez, 2014) gibi açılarından ise dezavantajlı olduğu belirtilmektedir.…”