Abstract
This project introduces the idea of “flipped lecturing” to a group of second-year undergraduate students. The aim of flipped lecturing is to provide much of the “content delivery” of the lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, and so on. As well as development of the material, a formal evaluation was conducted. Fifty-one students from a year 2 chemical thermodynamics module took part in this study. Students were provided with online lectures in advance of their lectures. Along with each online lecture, students were given a handout to work through as they watch the video. Each week, a quiz was completed before each lecture, which allowed students to check their understanding and provided a grade for their continuous assessment mark. The evaluation examines both the students’ usage of materials and their engagement in lectures. This involves analysis of access statistics, along with an in-class cognitive engagement instrument. The latter is ...
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