Flipped learning in higher education chemistry: emerging trends and potential directions

Abstract

Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.

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

“…We found that 95% of the students were satisfied to some degree with this format of learning. This suggests that flipped learning can be an effective educational approach for delivery of analytical chemistry as shown for other areas of chemistry [5,8]. Table 1 shows show the students' perceived strengths of flipped learning.…”

“…Most studies generally highlight the benefits of flipped learning, with the most significant being the ability to develop active learners [3][4][5]; however, others are sceptical, querying its efficacy in the lack of perceived gains in terms of grades [6] and resources needed to develop and deliver flipped learning [7].…”

“…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].…”

Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri ve Görüşleri Açısından İncelenmesi

“…Alanyazın incelendiğinde bu bulguyu destekleyen çalışmalara rastlanmıştır. Örneğin, Seery, (2015) kimya öğretiminde ters yüz edilmiş öğrenmeyi kullanan araştırma raporlarını incelemiştir. Araştırma sonuçları genel anlamda TES modelinin öğrencilerin kimya ders başarısı üzerinde olumlu etkiye sahip olduğunu ortaya koymaktadır.…”

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.…”