Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects

Boesdorfer, Sarah B.; Anderson, Stacie M.; Botello, Jessie A.; Webb, Katherine E.; Mowery, DeLora; Daughety, Brandon M.; Harris, Maricar Maxine

doi:10.1021/acs.jchemed.2c01016

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…It is interesting that there was no explicit mention of the effort required outside class to prepare for the TBL sessions, either pre- or post-intervention, which has been highlighted as an issue in other flipped classrooms. , It should be noted that the examples cited refer to high-school and entry-level students hence the students in this study may be more highly motivated to complete pre-class work at the upper-level of their degree.…”

Section: Resultsmentioning

confidence: 99%

Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

Hancock

2024

J. Chem. Educ.

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Team-based learning (TBL) has been gaining increasing attention in chemistry teaching, although it remains relatively under-exploited, especially compared to management and medical sciences. This study explores student perceptions of teambased learning as an active learning technique in an advanced inorganic chemistry topic. It focuses on qualitative research methods using thematic analysis of data collected through questionnaires and a focus group. Students were found to strongly associate TBL with being an effective active learning experience, where interaction with the pre-class preparatory materials is incentivized by the accountability they feel to their team members. The highly structured nature of TBL, where learning, assessment, and clarification of the core concepts takes place before more challenging problem solving, was highlighted, alongside the importance of the instructor in the TBL process. The importance of interactivity in the pre-class materials and alignment of the TBL materials with the end of course assessment was also emphasized. Students are hugely positive about TBL as being effective for the learning of challenging problem-solving topics, but are reticent to acknowledge that the flipped classroom model can be more effective than lectures.

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Section: Resultsmentioning

confidence: 99%

Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

Hancock

2024

J. Chem. Educ.

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“…As flipped learning and other video-centric pedagogies become more common, − educators may wrestle with required textbooks not fully complementing their lecture videos. One solution might be for instructors to create their own fully online, digital, electronic textbooks (“e-books”) based on their videos, as this would combine the advantages of both books and videos (minus the tactility of physical paper) and achieve identical video-textbook complementarity.…”

Section: Introductionmentioning

confidence: 99%

Authoring a TopHat E-Book from Existing Videos: An Explanation and Results from Two Years of Flipping an Organic Chemistry Course

Christiansen,

Colver,

Thurston

et al. 2024

J. Chem. Educ.

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During six years of flipping college organic chemistry with a combination of online videos and assigned textbook readings, students sometimes complained when the content coverage and quality differed between the book and videos, obliging students to "hunt" through both resources. As educational tools, videos can leverage the dual-channel visual/auditory centers of the human brain. However, videos do not have the searchable elements of print textbooks and can only be read through closed captioning, limiting accessibility for those with hearing loss. Separately, print texts have the advantage of physical tactility but lack audio, online accessibility, or the lightweight portability of modern electronics. Thus, to develop a better combination of both mediums, we created a book with content identically matching an updated video library. This was done in eight months from the videos by using an online software called Maestra to produce a written transcript, which was edited and converted to a digital "e-book" using the TopHat interface. Although prior publications in this Journal have discussed TopHat e-books, none have explained how to create one. This report provides clear instructions and video references on how to do this, along with structural details about our e-book and how it was integrated into two full-year iterations of college organic chemistry. Themes from anonymous student feedback are also discussed, including strengths and weaknesses of this specific e-book design and the use of TopHat generally, in anticipation of establishing patterns of best teaching practices with e-book platforms in flipped chemistry courses.

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Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Gopalan,

Halpin,

Selvam

et al. 2024

Advances in Physiology Education

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The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The pre-class and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over four years, guiding STEM faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education.

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Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects

Cited by 4 publications

References 23 publications

Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course

Authoring a TopHat E-Book from Existing Videos: An Explanation and Results from Two Years of Flipping an Organic Chemistry Course

Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

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