Active learning in a flipped classroom: implementation and assessment

Abstract

The inverted (“flipped”) classroom approach uses class time to discuss difficult topics, clarify misconceptions, and have students apply the concepts through active learning, the act of doing. Active learning approaches have shown to enhance learning of the sciences, particularly in biology. In a flipped classroom, lecture materials are given in recorded videos, allowing passive learning to take place outside the classroom. This study examined whether there was an increase in learning and retention in students who completed active learning activities in the classroom within a flipped classroom design, compared to the traditional lecture approach, in a General Biology for Majors course. From the course learning outcomes, we identified a number of basic biology concepts for assessment purposes.To measure learning, pre‐ and post‐tests with 15–20 questions were administered to students. Questions in the tests were scored on the Bloom's Taxonomy scale by three independent researchers. The majority (93%) of the questions involved knowledge and comprehension, with approximately 33% of the questions also requiring higher cognitive skills such as application and analysis. The percent of correct responses was calculated for both flipped (n=2, 15–21 students per class) and control (n=2, 15–28 students per class) classrooms. The means of correct percentages were higher in students in the flipped classroom as compared to traditional classroom, with a statistically significant difference in the post‐test results. Students in the flipped classrooms performed better (mean = 58.3% correct) than those from the traditional classroom (mean = 33.0%) in the higher cognitive questions. Currently, we are deepening the assessment of student learning by using qualitative “Think Aloud” methodology to evaluate students’ application of concepts to problem solving. We also administered surveys to examine students’ perceptions of the study materials and in‐class activities. Most students (n=32) agreed that the videos and learning activities were helpful for their understanding of the material (3.97 and 4.09 on a Likert scale of 1–5, with 5 being most helpful). As for the individual in‐class activities, students overwhelmingly agreed that 1) they understood the concept better, 2) they believed the activities would help them retain the concepts in the future, 3) the activities sparked their interest in biology, and 4) the activities aided in critical thinking. The average response ranged between 4.00–4.67 for the 7 activities, using a 1–5 Likert scale with 5= strongly agree. Altogether these data suggest that students gain knowledge by active learning and flipped classroom.Support or Funding InformationNational University COLS Teaching Grant