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

• Rena Bokosmaty ^[1] ; Adam Bridgeman ^[1] ; Meloni Muir ^[1]
  1. [1] University of Sydney

     University of Sydney

     Australia

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 4, 2019, págs. 629-639
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.