Abstract
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.
Highlights
It is well known that active learning can reduce failure rates and increase student performance (Freeman et al 2014), but many teachers struggle to find the time to incorporate active learning in the classroom
To investigate the mechanisms underlying the effectiveness of content learning methods during the Bat home^ content attainment phase of a flipped classroom, we collected data from 657 undergraduate students enrolled in non-science majors general biology courses at two large institutions in the Western USA
A 2 × 3 analysis of covariance (ANCOVA) showed a significant interaction between the treatment and the institution (F(2, 622) = 6.87, p = 0.001, ηp2 = 0.022) (Fig. 3a)
Summary
It is well known that active learning can reduce failure rates and increase student performance (Freeman et al 2014), but many teachers struggle to find the time to incorporate active learning in the classroom. Instructors spend time in class applying the material through complex problem solving, deeper conceptual coverage, and peer interaction (Strayer 2012; Tucker 2012; Gajjar 2013; Sarawagi 2013). Instructors use this model to improve cognitive load management of their students (Abeysekera and Dawson 2015), encourage greater independence of their students, and free class time for active strategies (Seery 2015). For flipped teaching to be successful, teachers must have confidence that their students learned the necessary information and skills for the active learning
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