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

Effects of implementing flipped classroom elements and dynamic in‐class discussion on student performance

“…Major feedback received from the students showed that they were satisfied with the reading assignment before the lecture. For example: “It was great” or “The pre‐readings prepped me for what I was going to learn that day.” The results were consistent with the previous studies, which determined that flipped class learning encouraged students to take active responsibility for their learning, helping them learn at their own pace and conduct problem‐based activities in classroom sessions (Ponikwer & Patel, 2018). In contrast, other student stated that “ I don't think the readings helped that much for what I was going to learn that day ,” and some students complained about the insufficient time for quizzes.…”

“…The benefits of the flipped classroom model to student performance have been shown in various disciplines especially in STEM courses (Donovan & Lee, 2015; Everly, 2013; Freeman et al., 2014; Ponikwer & Patel, 2018). However, to implement this model successfully, there are some challenges that need to be addressed.…”

“…The Blended Learning model may have been useful to students for a few reasons. Providing material for reading 4 to 7 days in advance gave them more time to learn the material thoroughly before coming to class (Ponikwer & Patel, 2018). In addition, this intervention also benefitted the instructors because when students came to class prepared, more class time was focused on addressing content that had not been understood.…”

“…The benefits of the flipped classroom model to student performance have been shown in various disciplines, including Science, Technology, Engineering, and Mathematic (STEM) courses. For example, the flipped-class model has demonstrated its effectiveness on student performance and engagement in analytical chemistry, in which the students were satisfied with being able to learn at their own pace and conduct problem-based activities in classroom sessions (Ponikwer & Patel, 2018). Similarly, the flipped classroom and laboratory model was applied to a Sensory Evaluation of Foods class for undergraduate students majoring in Food Science and Human Nutrition at the University of Illinois at Urbana-Champaign; this study highlighted that active engagement with the course material during hands-on activities conducted in class improved their understanding of the course material (Donovan & Lee, 2015).…”

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

“…Twenty-two of the articles indicate a positive influence of the flipped learning approach on student cognitive thinking skills. Some sample categories showing positive influences on students' cognitive domain are as follows: "improvement in students' critical thinking skills" (e.g., Dehghanzadeh and Jafaraghaee 2018), "enhancement in higher order thinking skills" (e.g., Hu and Hsu 2018), "contributions to high-level cognitive skills" (e.g., Winter 2018), and "reduction of cognitive load" (e.g., Ponikwer and Patel 2018). To investigate the effects of flipped learning on the cognitive domain, a qualitative case study conducted by Long et al (2017) in the USA analyzed instructors' experiences and perspectives on using the flipped classroom model in instruction in a higher education institution.…”