Teaching wildlife techniques to millennials with a flipped classroom

Abstract

Millennials prefer to learn by working in groups, using technology, engaging in real-world issues, and discussing course content. To accommodate and engage these learning preferences, I modified the traditional Wildlife Techniques lecture and lab structure by "flipping" the class. I placed lectures and instructional videos online and used class time for discussion and problem-solving. Evaluating students' perceptions of this approach revealed that they clearly found discussion groups helpful and preferred them to the traditional lectures used in other classes. Students did not have a clear preference between online versus in-class lectures. However, placing lectures online provided students with the opportunity to have discussion groups during regularly scheduled class time. Students generally felt that discussion groups helped them to understand the lectures, whereas the videos allowed them to use their time efficiently. Students reported that this course increased their knowledge of the targeted subject. In total, the flipped class approach appears to engage the millennial student in wildlife sciences in a format that accommodates their learning preferences. Ó 2015 The Wildlife Society.

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

“…The majority of our student cohorts were millennials students who were born between the 1980s and 1990s. A number of studies have shown the effectiveness of flipped classrooms and their acceptance by millennial students in the fields of wildlife, family, and consumer services [28,29]. The key issue for this age group is their familiarity and reliance upon technology based resources and their appreciation of the flexibility these resources provide for self-directed student learning.…”

Intensive Laboratory experiences to safely retain experiential learning in the transition to online learning

“…As a result of many constraints on field activities, many ecological‐based classes are now conducted locally (e.g., on or around campus) during regularly scheduled class laboratories (Fleischner et al., 2017; McCleery et al., 2005). While it is possible to create meaningful field experience under these conditions (McCleery, 2015; McCleery et al., 2005), the growing demands on students time (course work, family, jobs, personal, internships, student clubs) has limited some students ability to attend courses that extend over multiple periods (Lei, 2010). Regular field‐based laboratory experiences also provide few alternatives for missed assignments and lack the flexibility students prefer in their schedules (McCleery, 2015).…”

“…While it is possible to create meaningful field experience under these conditions (McCleery, 2015; McCleery et al., 2005), the growing demands on students time (course work, family, jobs, personal, internships, student clubs) has limited some students ability to attend courses that extend over multiple periods (Lei, 2010). Regular field‐based laboratory experiences also provide few alternatives for missed assignments and lack the flexibility students prefer in their schedules (McCleery, 2015). In addition, generational shifts in student background and comfort with nature have left an increasing number of urban and suburban students daunted, disinterested, or unable to understand the relevance in field‐based experiences (Cotton, 2009; Fleischner et al., 2017).…”

“…From a faculty perspective, developing and conducting field‐based classes require more time, effort, and creativity than lecture or discussion‐based courses (Lei, 2010; McCleery, 2015; McCleery et al., 2005). In addition to addressing safety and ethical issues, instructors need to plan for and manage logistics, finances, equipment and permits for various laboratories and experiences (Fleischner et al., 2017).…”

An Experiment Using Two Methods of Teaching Accounting for Leases in Intermediate Accounting

“…Millennials prefer to learn using technology and discussing course content (McCleery, 2015). They prioritize work-life balance more than previous generations and expect it earlier in life (Smola & Sutton, 2002).…”