Systematic Review of Flipped Instruction in Undergraduate Chemistry Lectures (2007–2019): Facilitation, Independent Practice, Accountability, and Measure Type Matter

Abstract

There has been a recent rapid increase in the number of primary studies comparing the impacts of flipped to traditional instruction in undergraduate chemistry courses. Across these studies, there are wide variations in flipped model design, implementation, and reported impacts. To investigate these variations, 28 primary peer-reviewed studies were systematically analyzed. There were three notable trends. First, compared to final exams, course GPA seems to be the more sensitive measure of significant gains in students’ overall academic performance. Second, courses reporting significant gains in course GPA concertedly used (i) an extrinsic motivational tool for students to complete pre- and in-class activities, (ii) responsive mini-lecturing as an in-class instructional strategy, and (iii) the optional flipped model feature of independent postclass problem solving. In stark contrast, studies reporting no difference in course GPA rarely incentivized student completion of pre- and in-class activities, and none used responsive mini-lecturing or postclass problem solving. It was difficult to determine robust trends in impacts on various student populations as impacts were seldomly disaggregated by descriptors such as sex, race/ethnicity, and income level. Third, although there was a clear trend of constructivism being used as the theoretical framework for flipped courses, extrinsic motivation potentially plays a key role in the model’s impact. Instructor ability or desire to motivate students to engage with learning, however, was not addressed in most studies. These trends imply - more research is needed to determine impacts of flipped courses on diverse student populations and the role of instructor beliefs and ability to motivate students to engage with learning in a flipped course. Such research should be used to advance the theoretical understanding of how, why, and in what contexts flipped courses positively and significantly impact diverse students’ academic performance.

Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course

“…Flipped classroom modalities have been extensively used in chemistry courses with varying degrees of success . For the past few years, we have been flipping organic chemistry classes to allow sufficient time in class to be spent on active learning (e.g., group problem-solving exercises) because of the positive impact that active learning can have on STEM students. , Because of the large volume and complexity of material that must be covered in an organic chemistry course, it is extremely difficult to find enough time within the available class meetings to both deliver complete lectures and have students do active learning activities.…”

“…No matter the degree to which a class is flipped, all flipped courses require the asynchronous consumption of content outside of class, with the aim to preserve valuable class time for active learning. The most prevalent format for delivering content in flipped chemistry courses is through online videos, which are typically created by the instructor and posted to a learning management system (LMS) . For students to benefit from a flipped class, they must actually watch and learn from the assigned videos so that they are ready for active learning activities when they get to class.…”

“…The most common method used to encourage students to watch videos before class is to use an accountability tool, such as an online quiz following the video . Additional strategies that have been employed to encourage engagement with videos include sending email reminders to students and incorporating active learning components into the videos, such as embedded questions. − While such strategies are useful ways to improve student accountability, they do not change the fact that the student experience in watching videos is still an isolated one, wherein they lack connection with their peers and cannot ask questions and get feedback.…”

Development and Implementation of a Two-Level Inquiry- and Project-Based Modular Approach to Teaching a Second-Semester Physical Chemistry Laboratory Course

“…As a part of the School’s research efforts in the area of chemistry education, − the current modular approach can be used in the other advanced chemistry laboratory courses by adding more modules focusing on different topics. As for potential adaptations by other institutions, Module 1 can be directly used by Physical Chemistry Laboratory courses when the instruments and techniques such as NMR are available or with minor changes to adopt to their own instrumentation at institutions.…”

Flipped Online Active Learning Environment for Large General Chemistry Courses

“…Flipped learning has been increasingly popularized since 2007, when Bergmann and Sams began recording their lectures and posting them online for their chemistry students at Woodland Park High School in Colorado . There is increasing evidence that this pedagogical approach has the capacity to improve student engagement and academic performance in undergraduate chemistry classes. − Although there are wide variations in the implementation of this approach, essentially the homework typically done at home is switched or flipped with the lecture typically done in class …”