P579: Leveraging learning through personalized instruction

Author: Danae R. Quirk Dorr, Minnesota State University, Mankato, USA

Co-Author:

Date: 8/5/14

Time: 4:00 PM4:20 PM

Room: LOH 164

Related Symposium: S41

Implementation of the “Flipped Classroom” instructional model coupled with various online learning resources drove student motivation and promoted accountability in this allied health chemistry course. Students were in control of their learning. Once charged with specific learning goals, students obtained the requisite knowledge from online recordings and interactive online activities. Student engagement was enhanced by employing in-class active learning strategies. Student learning was regularly assessed using online homework as well as in-class through the use of clickers, unit quizzes, and the ACS standardized GOB exam. Data analysis indicated learning style dependent and independent correlations between online assessments and ACS exam scores.

P189: Building from investment: Using metacognition and comprehension to fuel higher level learning

Author: Danae R. Quirk Dorr, Minnesota State University, Mankato, USA

Co-Author:

Date: 8/4/14

Time: 9:35 AM9:55 AM

Room: LTT 101

Related Symposium: S21

In this Flipped Model implementation, all “lectures” were delivered in an online environment. Prior to in-class time, students were tasked with acquiring specific content knowledge from the recorded lectures and completing online assessment activities. Active learning strategies were utilized during in-class time where the focus continued to be student need-based learning. Polling was used to identify misconceptions and particular concepts for clarification and reinforcement. Incorporating collaborative problem solving and immediate feedback increased student engagement. Data collected from online assessment results were also utilized in creating application and synthesis level questions which challenged students in worksheet activities. Student survey comments from this implementation indicated that the students recognized the time they put into their learning outside-of-class was requisite to their progress in-class.