Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

Mooring, Suazette Reid; Mitchell, Chloe E.; Burrows, Nikita L.

doi:10.1021/acs.jchemed.6b00367

Cited by 104 publications

(147 citation statements)

References 42 publications

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“…Large enrolment courses are fraught with many challenges, such as lack of learner engagement and participation, lack of opportunities to attend to learner differences, excessive workload for instructors, and impersonalisation of teaching (Iipinge, 2013). Flipping has been found to demonstrate increased participation (McLaughlin et al, 2014), increased learner emotional satisfaction and intellectual accessibility when compared to traditional large lecture courses (Mooring, Mitchell, & Burrows, 2016) and improved performance and learner satisfaction (Deslauriers, Schelew, & Wieman, 2011;Eichler & Peeples, 2016;Love et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Flipping to engage students: Instructor perspectives on flipping large enrolment courses

Karabulut‐Ilgu

Cherrez

Hassall

2018

AJET

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The purpose of this study was to investigate instructor perspectives on the implementation of flipped classrooms in large enrolment classrooms. Five instructors teaching in different disciplines -ranging from mechanical engineering to sociology -were purposefully selected to provide in-depth analysis of the process of converting a traditional course to a flipped format. The findings indicated that flipped approach broke the social code of large enrolment courses by shrinking the instructors and empowering the students. Benefits and challenges the format brings are discussed and recommendations for implementation are provided.

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Section: Introductionmentioning

confidence: 99%

Flipping to engage students: Instructor perspectives on flipping large enrolment courses

Karabulut‐Ilgu

Cherrez

Hassall

2018

AJET

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“…Also in Organic Chemistry, Mooring et al (2016) studied the effect of flipping a large-enrollment university course on students' grades and attitude toward the course. They had students watch pre-class videos and answer pre-class online quizzes.…”

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confidence: 99%

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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“…Research findings on the impact of flipped-classes on students' attitudes have been mixed. Some research studies have found students reporting higher levels of satisfaction in flipped-classes due to more active learning activities (Foertsch, Moses, Strikwerda, & Litzkow, 2002;Lage & Platt, 2000;Mooring, Mitchell, & Burrows, 2016;Prince, 2004), feeling more engaged (Enfield, 2013;McLaughlin et al, 2014;Tune, Sturek, & Basile, 2013), and having access to videos that can be reviewed as many times as desired (Brunsell & Horejsi, 2013;Schultz, Duffield, Rasmussen, & Wageman, 2014). However, other studies have found students' levels of satisfaction is reduced in flipped-classes due to (Doyle, 2008;Strayer, 2012;Tolman & Kremling, 2017), disinclination toward the requirement of managing their own learning (Hagen & Fratta, 2014), student preference to get content from instructor and not peers (Engin, 2014), and resistance to moving away from their pre-conceived beliefs that an instructor's job is to lecture to passive students (Amresh, Carberry, & Femiani, 2013;Enfield, 2013).…”

Section: Flipped-class Design Impact On Students' Attitudes-satisfactionmentioning

confidence: 99%

Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

Stover

Houston

2019

JoSoTL

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Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).

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Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

Cited by 104 publications

References 42 publications

Flipping to engage students: Instructor perspectives on flipping large enrolment courses

Flipping to engage students: Instructor perspectives on flipping large enrolment courses

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

Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

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