Future of the Flipped Classroom in Chemistry Education: Recognizing the Value of Independent Preclass Learning and Promoting Deeper Understanding of Chemical Ways of Thinking During In-Person Instruction

Abstract

Studies on the efficacy of the flipped classroom structure have become more prevalent in the chemistry education research literature over the past 10 years, and the body of research that has been compiled appears to indicate flipped classroom structures positively impact student learning outcomes relative to “teaching as usual” comparison groups. Though the definition of a flipped classroom is almost universally defined as a class structure in which some portion of traditional in-person didactic lecture is transformed to an independent preclass learning mode, with the traditional lecture being replaced by active learning exercises, the exact nature of the preclass and in-person leaning activities varies quite widely among the studies reported in the literature. Furthermore, though educational studies typically acknowledge that preclass learning modules can reduce cognitive load for students, researchers often emphasize increased active learning in class as the motivation for adopting the flipped classroom. This commentary will highlight the variety of instructional practices reported to be used during the in-person phase of flipped classrooms and how well-designed prelecture activities also contribute to meaningful learning. This will lead to the proposition that the flipped classroom should not be considered a teaching best practice in and of itself, but rather an in-person/independent hybrid learning scaffold that supports other evidence-based instructional practices. Chemistry education researchers and practitioners are encouraged to focus their efforts on optimizing the flipped classroom for chemistry-specific learning objectives, with the ongoing challenge being to promote both skill-based learning and deeper conceptual understanding of chemical ways of thinking.