Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course

Abstract

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.