Just in Time to Flip Your Classroom

Lasry, Nathaniel; Dugdale, Michael; Charles, Elizabeth S.

doi:10.1119/1.4849151

Cited by 54 publications

(37 citation statements)

References 10 publications

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“…Flipping the classroom builds on existing mobile technology and reinforces the idea that learning does not have to take place in brick and mortar establishments (Engin 2014). Instead of focusing on presenting information, teachers focus on significant gaps that students may have in their understanding and help students connect the information they gathered before class into meaningful chunks during class (Lasry et al 2014). …”

Section: Introductionmentioning

confidence: 88%

Peer Teaching in a Flipped Teacher Education Classroom

Graziano

2016

TechTrends

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More and more school administrators are expecting new teachers to flip their classrooms prior to completing their teacher certification. The purpose of this study was to explore the experiences of preservice teachers who facilitated learning in a flipped classroom, to identify the benefits and challenges of flipped instruction on preservice teachers, and to explore the impact of the course design on students' understanding of the course content. Results indicate that flipped lessons taught by students were interactive and fun, and students reported being more productive and enthusiastic about class. Students, however, were unable to develop meaningful, engaging activities and reap the benefits of facilitating collaborative activities in a flipped classroom. Viable solutions and recommendations to guide the successful implementation of flipped learning are provided.

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Section: Introductionmentioning

confidence: 88%

Peer Teaching in a Flipped Teacher Education Classroom

Graziano

2016

TechTrends

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“…Using these resources, instructors are finding new ways to engage students both inside and outside of class [1][2][3][4][5][6][7][8][9][10]. For example, several institutions have incorporated online resources such as multimedia learning modules, computer simulation, e-Text as assignments that students should complete before coming to class in their introductory physics courses [6][7][8][9][10]. With an understanding of students' engagement in these preparation activities and the content students still find difficult or confusing, instructors can then tailor the in-class lecture activities to engage students in higher levels of learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring physics students’ engagement with online instructional videos in an introductory mechanics course

Lin

Aiken

Seaton

et al. 2017

Phys. Rev. Phys. Educ. Res.

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The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these interaction points. The results of the study suggest ways in which instructors may revise courses to better support student learning. For example, external intervention that helps students see the value of accessing videos may be required in order for this resource to be put to more effective use. In addition, students may benefit more from a clicker question that reiterates important concepts within the question itself, rather than a clicker question that leaves some important concepts to be addressed only in the discussion afterwards.

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“…As remarked by Lasry et al (2014), from a strictly economic standpoint, the most expensive resource in a classroom is the teacher. But this resource is not always used the most economically: when a teacher merely lectures from the textbook, his or her greater asset, helping the students to actively construct and apply their knowledge, is not employed.…”

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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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Just in Time to Flip Your Classroom

Cited by 54 publications

References 10 publications

Peer Teaching in a Flipped Teacher Education Classroom

Peer Teaching in a Flipped Teacher Education Classroom

Exploring physics students’ engagement with online instructional videos in an introductory mechanics course

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

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