P193: Partial flipping to enhance lecture delivery
Having extensive experience of lecture recording, we have been experimenting with different approaches to lecture flipping. Our intention has been to enhance the experience for our students by giving them more opportunities to construct their own learning within the lecture situation. We have settled on a method which involves the flipping of a short (10-20 minute) section of a lecture which releases precious face-to-face time for interaction, collaboration and reflection during timetabled lecture slots. We do feel that reports of the demise of the lecture are somewhat premature, and our emphasis has been on making use of the additional flexibility afforded by a partial flipping approach to enhance the delivery of what might otherwise be viewed as a ‘traditional’ lecture. This has been met with a positive response from staff and students alike. This paper will outline the methodology used, data regarding student engagement and qualitative evaluation data relating to the experiences of both students and staff. Furthermore, a passionate defense of the lecture as a viable and effective educational tool will be presented, with an emphasis on engaging students in active, peer-assisted learning. This will be presented from the point of view of an educator with high school teaching experience now working in a nationally leading British university chemistry department. The students involved in the study are undertaking a Foundation Year in Science, where the level of study roughly correlates with General Chemistry I.