Article2019

Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry

Rena Bokosmaty · Adam J. Bridgeman · Meloni M. Muir

93 citations0/0 files storedJournal of Chemical Education

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Innovative Teaching Methods Online and Blended Learning Various Chemistry Research Topics

Abstract

As part of curriculum renewal in three introductory chemistry courses at the University of Sydney, a partially flipped classroom model was implemented. Content that is conventionally delivered in the in-class sessions was moved online through the use of web-based tutorials, videos and quizzes. During the in-class sessions, active learning opportunities were created through the use of guided-inquiry worksheets and clicker responses to promote peer-to-peer and instructor-led discussion. Student evaluations indicated high satisfaction with the quality of teaching and learning resources. In comparison to before these changes, there was a statistically significant increase in the number of students achieving the higher grades across all three courses. Failure rates decreased or remained unchanged. The course with the historically highest attrition showed a marked improvement. These results suggest that a partially flipped learning model can be useful to enhance student engagement, support learning, and positively impact on retention and academic performance.

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References

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Cited by

2020A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice 2022Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic 2020Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media

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