P693: Lessons for the flipped classroom approach in a large general chemistry course
Flipped classrooms typically refer to swapping classroom and homework activities, such as note-taking, lecturing, problem-solving and peer-led discussions. This is often done by using video lectures or other online materials to replace face-to-face lectures, freeing up class time for students to work on problems in groups or individually with the guidance of the instructor. However, the following question, critical to the effectiveness of this pedagogy has yet to be investigated with a clear answer: How might this pedagogy impact student performance in undergraduate Chemistry education? To address this question, exam scores for similar question types taken from two consecutive years’ final exam in a General Chemistry course taught through a traditional lecture and face-to-face-online blended formats respectively, were compared. In year 1 of the study (2011), the module on acid-base buffers was taught using a typical lecture style approach. In year 2 of the study (2012), the acid-base buffers module was taught using online materials where students completed an online tutorial-type review and assessment module. The lecture time was spent discussing the questions which were identified to be the most difficult for students where students actively solved problems in class. The final exams in 2011 and 2012 had similar questions pertaining to the buffers module. The analysis of the scores and instructor’s own experiences will generate insights into how the flipped classroom pedagogy might be used in large lecture science classes.