Beyond the Basics: Adapting an Open Textbook to Accommodate a Flipped Class

Abstract

Through a collaborative effort between an instructional design team and the Biology Department at the University of Hawaiʻi at Mānoa, the OpenStax Biology 2e open, online textbook was modified with new features to improve student engagement and learning outcomes. This study investigated students' perceptions of the customized textbook. A survey of 22 questions was completed by 446 students using the textbook as a part of an introductory Biology course. Changes made to the textbook were well received by the majority of students and suggestions were made for improvements. Current and future revisions to the textbook are discussed.

Flipped classroom strategies in biology learning: A systematic literature review

“…The Relation of Important Information to Existence The Relation of Important Information to Existence using Asynchronous Online Instruction (Jensen et al, 2022) The application of active learning in the FC provides benefits in developing students' critical thinking skills both outside the classroom and in everyday life (Styers et al, 2018) The FC phase in biology learning has the potential to empower 21st century skills (such as problem solving, critical thinking, collaboration, and digital literacy) The Inquiry-based flipped learning model combined with the FC provides benefits for teachers in teaching biology topics with limited contact time to improve students' understanding of concepts and science process skills (Tan et al, 2020) The use of the FC strategy accommodates the formation of students' social skills to minimize interpersonal conflict between groups (Ebrahim & Naji, 2021) FC learning significantly forms students' positive attitudes towards ICT and time management (Gariou-Papalexiou et al, 2017) The use of textbooks in FC learning improves student learning experiences (Eichelberger & Ngo, 2020) The implementation of the FC in biology learning can be integrated with interactive digital media and teaching materials The use of online modules in FC learning increases students' understanding of cell concepts (Goff et al, 2018) Instructional videos in the pre-class phase motivate students to understand the learning material quickly (Bassett et al, 2020) The use of interactive guides and textbooks is more effective than the use of video lectures in the pre-class phase of FC learning (Jensen et al, 2018) Pop-Up Questions attract students' attention in watching videos during pre-class and improve student learning outcomes (Haagsman et al, 2020) FC learning combined with Digital Game Based Learning becomes an evaluation tool to check students' understanding of concepts in genetics material that is presented in an interesting and competitive manner (Ristanto et al, 2022) FC learning becomes more ideal if combined with course-based undergraduate research experiences (CURE) which are presented virtually (Waddell et al, 2021) Evaluation of the sustainability of the FC needs to be carried out by considering students' socio-economic status to ensure student comfort and learning achievement (Jensen et al, 2015) The FC in biology learning has challenges in terms of the accessibility of the technology used the benefit of consolidating their knowledge and connecting theoretical concepts with real world situations (Lashley & McCleery, 2020). Second, the implementation of the FC in biology learning has the potential to empower 21st century skills.…”

“…Reading materials, which are often referred to as the backbone of every educational institution, actually make it easier for students to access material continuously, concisely and structured to read, and become a credible guide when studying independently (Eichelberger & Ngo, 2020;He et al, 2016;Jensen et al, 2018). Apart from using digital teaching materials, Digital Game Based-Learning in a FC situation creates an active, interesting and competitive evaluation space (Licorish et al, 2018).…”

Redesigning a Research Methods Course with Personalized, Interactive OER: A Case Study of Student Perceptions and Performance

“…Research investigating faculty experiences with using OER report that most instructors identify making some pedagogical changes in their teaching to increase the relevance of their course materials and some of them also state that using OER gave students a more active role in their own learning (Griffiths et al, 2020). Several studies of customized OER have found that students' positive responses to these redesigned features lead to more positive course outcomes by sustaining their engagement and interest in the materials (Eichelberger & Ngo, 2020;Mathew & Kashyup, 2019). For example, Eichelberger and Ngo (2020) redesigned a Biology course using a customized OER textbook with embedded quizzes, digital glossary flashcards, and other interactive features.…”

“…Several studies of customized OER have found that students' positive responses to these redesigned features lead to more positive course outcomes by sustaining their engagement and interest in the materials (Eichelberger & Ngo, 2020;Mathew & Kashyup, 2019). For example, Eichelberger and Ngo (2020) redesigned a Biology course using a customized OER textbook with embedded quizzes, digital glossary flashcards, and other interactive features. They found that these redesigned textbook customizations were reported to be students' favorite aspects of the text and that students rated the quiz and glossary features to be beneficial to their learning and understanding of the material.…”