This short symposium will consider the use of flipped lectures in university settings. It will include two short talks from colleagues at the University of Edinburgh describing their experiences of using the flipped lecture approach, as well as a talk from Prof Jack Barbera, Portland State University entitled: “A multifaceted multi-institutional study of the flipped learning environment in chemistry”.
The schedule is as follows – feel free to come in for all or part of it. All staff/postgrads interested in teaching welcome.
Mon 21st May LT100, Joseph Black
- 11 – 11.25: Ross Galloway, “What does interactive engagement mean in practice? Characterising interactivity in lectures.”
- 11.25 – 11.50: Heather McQueen, “Quecture questions: Personalised learning in a large flipped class.”
- 12 – 1: Jack Barbera, “A multifaceted multi-institutional study of the flipped learning environment in chemistry.”
Abstract for Barbera talk:
Studies of flipped learning in higher education Science, Technology, Engineering, and Mathematics (STEM) disciplines have mainly focused on single-courses and outcomes such as attendance, enjoyment of the learning environment, course grades, and course completion rates. Past studies have shown split results regarding the effectiveness of flipping based on these outcomes. This may be the result of differences in instructor adoption or adaptation of the flipped method or differences in the assessment practices used to gauge effectiveness. To begin to expand our understanding of these flexible learning environments, this National Science Foundation funded study utilizes several qualitative methods and a coordinated set of assessment instruments across a number of courses and institutions. The main goal of this project is to broaden the evidence base for the rapidly growing flipped learning environment in higher education STEM disciplines.
This talk will provide an overview of the project design, including details and preliminary results from each of the main evidence sources described below.
• Thematically coded instructor interviews and student focus groups contribute understanding of the overlap between an instructor’s course design and expectations and how their students engage with the learning environment.
• Classroom observations, coded using the Classroom Observation Protocol for Undergraduate STEM (COPUS) rubric, provide insight to the level and type of student engagement during in-class sessions. The evaluation of course artifacts (i.e., videos, quizzes, homework) provide details about the structure and level of the out of class assignments.
• Self-reported measures of students’ science identity, expectancies, task value, and perceptions of the autonomous nature of the flipped classroom are used to model the relations among these aspects of achievement motivation. Subsequent analyses connect these motivational aspects to performance outcomes and cognitive level.
Data from the first phase of the project, collected in seven flipped chemistry classrooms at four different institutions across the U.S., will be presented.