Making ‘The Flip’ Work: Barriers to and Implementation Strategies for Introducing Flipped Teaching Methods into Traditional Higher Education Courses

Yeung, K. S.; O’Malley, Patrick

doi:10.11120/ndir.2014.00024

Cited by 36 publications

(34 citation statements)

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“…Furthermore, they noted a significant diminution of withdrawal rates from 23% in the control course to only 6% in the flipped classroom, as a likely result of students being more engaged by the setting of the flipped classroom. This seems to be contrary to what was observed by Yeung and O'Malley (2014), who reported less engagement with the flipped classroom. This difference might be explained by the fact that Yeung and O'Malley's flipped setting was only long screencasts of lectures without a particular device developed to use during class time.…”

contrasting

confidence: 99%

“…It is interesting to note that Yeung and O'Malley (2014), in their study of flipped classroom in physical chemistry, found that the principal advantage of the flipped classroom as reported by students was the flexibility this format offered to students, and that overall, students were less satisfied with the flipped classroom as with traditional teaching. Conversely, our students reported several positive aspects of the flipped classroom, such as the ease of receiving answers to their questions and the convenience of receiving regular formative assessment through the portfolio.…”

Section: Students' Appreciation Of the Flipped Classroommentioning

confidence: 99%

“…They observed an improvement in grades with flipped "endorsers" and flipped "resisters, " pointing toward the interpretation that "preferences alone may not be the most informative aspect on which to evaluate a flipped classroom environment" (McNally et al, 2016, p. 292). Several studies conducted on the evaluation of flipped classrooms in the past years concentrated mostly on students' appreciation of the approach (Critz and Wright, 2013;Butt, 2014;Yeung and O'Malley, 2014;Young et al, 2015) and did not evaluate other aspects of its potential effectiveness.…”

mentioning

confidence: 99%

“…The one study in chemistry education from the aforementioned review (O'Flaherty and Phillips, 2015) was conducted in two Physical Chemistry courses in the UK (Yeung and O'Malley, 2014). All the lectures were filmed in screencasts lasting between 20 and 40 min.…”

mentioning

confidence: 99%

“…Ryan and Reid (2016) implemented flipped classroom in general chemistry. They questioned students on their appreciation of the approach as Yeung and O'Malley (2014) did before but designed their study to be able to measure academic improvement as well. One part of a student cohort was enrolled in a traditional, lecture-based course, while the other part was enrolled in the same course using a flipped classroom approach.…”

mentioning

confidence: 99%

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Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Cormier

Voisard

2018

Front. ICT

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The flipped classroom as a form of active pedagogy in postsecondary chemistry has been developed during the last 10 years and has been gaining popularity with instructors and students ever since. In the current paradigm in science, technology, engineering, and mathematics education, it is widely recognized that active learning has significant positive effects on students' grades. Postsecondary organic chemistry is a difficult course for students, and the traditional way of teaching does not foster students' active involvement. Implementation of active pedagogy could increase students' achievement in this course. However, few quantitative data are available on the impact of active pedagogy in general, or flipped classrooms in particular, on learning in organic chemistry at a postsecondary level. Thus, in this study, we evaluated the gain on final grade scores in organic chemistry after implementing a flipped classroom approach to promote active learning in this course. We encouraged students to be active by having them watch educational videos before each class and then having them work during class time on problems that focused on applying the concepts presented in the videos. Exams were the same as those completed by students in the traditional classrooms of our college. In an a posteriori analysis of our students' grades, we compared final grades in traditional classrooms (control group, N = 66) and in flipped classrooms (experimental group, N = 151). The sample was stratified in three categories depending on students' academic ability in college, from low-achieving to high-achieving students. Our results show that students in the experimental group have significantly higher final grades in organic chemistry than those in the control group, that is, 77% for students in the active classroom vs. 73% in the traditional classroom (p < 0.05). The effect was the greatest for low-achieving students, with final scores of 70% in the active classroom compared with 60% in the traditional one (p < 0.001). This difference in performance is likely due to students spending more time solving problems in a flipped classroom rather than having the questions assigned to them as homework.

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confidence: 99%

Section: Students' Appreciation Of the Flipped Classroommentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Cormier

Voisard

2018

Front. ICT

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Evaluation of higher‐order thinking skills using learning style in an undergraduate engineering in flipped classroom

Priyaadharshini

Sundaram

2018

Comp Applic In Engineering

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The Flipped classroom is an instructional strategy that has been adopted in many engineering universities and has proven to be effective methodology to improve the performance of the students in higher education. The Flipped classroom “flips” the traditional classroom; the students are involved with lecture notes or videos in out‐class sessions and engage in an interactive, and collaborative in‐class activities. In this research work, a model was proposed that incorporates the Visual, Auditory, Read and Kinesthetic (VARK) learning styles in a Flipped classroom which improves the higher order thinking skills of the learners. Higher order competency skills like Problem‐solving, Critical thinking, and Creative thinking were assessed in the cloud‐based Flipped classroom. MALAR competency for PCC (Problem‐Solving, Critical Thinking, and Creative Thinking) competency skills are considered for assessment of higher‐order competency skills of the learners.

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Teaching Linear Equations with Technology: A Flipped Perspective

McAlindon

Ball

Chang

2022

Mathematics Education in the Digital Era

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Making ‘The Flip’ Work: Barriers to and Implementation Strategies for Introducing Flipped Teaching Methods into Traditional Higher Education Courses

Cited by 36 publications

References 1 publication

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Evaluation of higher‐order thinking skills using learning style in an undergraduate engineering in flipped classroom

Teaching Linear Equations with Technology: A Flipped Perspective

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