In-Class Versus At-Home Quizzes: Which is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course
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Michael A. Christiansen [1] ; Alyssia M. Lambert [2] ; Louis S. Nadelson [1] ; Kami M. Dupree [1] ; Trish A. Kingsford [1]
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[1] Utah State University
Utah State University
Estados Unidos
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[2] Skagit Valley College
Skagit Valley College
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 2, 2017, págs. 157-163
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
We recently shared our design of a two-semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1–6, we gave in-class quizzes; for 7–13, quizzes were at home. Although units 1–6 and 7–13 covered different material, we were nonetheless surprised when students’ average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open-book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations.
