Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

• Lisa Hibbard ^[1] ; Shannon Sung ^[1] ; Breché Wells ^[1]
  1. [1] Spelman College

     Spelman College

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 1, 2016, págs. 24-30
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a single instructor, comparing the flipped learning format to a more traditional lecture format. Students’ conceptual knowledge was captured through the use of American Chemical Society (ACS) standardized exam scores and analyzed using one-way ANCOVA. Student motivation and learning perceptions were assessed using the Chemistry Motivation Questionnaire (CMQ-II) and an in-house Blended (Flipped) Learning Survey. Statistical analysis indicated that students instructed through the flipped learning platform performed better than those taught using traditional pedagogy. Student perceptions regarding flipped learning were mostly positive and reflected motivation to succeed. Educational implications and significance of this work are discussed.