P27: Inverted instruction: Results from a longitudinal study of a hybrid SCALE-UP model for large general chemistry courses
Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) is a collaborative classroom environment model developed and evaluated for classroom use that has been shown to increase student exam scores and passing rates. In this study, a hybrid classroom format using online, voice-over PowerPoint lectures combined with an in-class SCALE-UP model was implemented and evaluated in the chemistry majors’ sequence at Purdue University. The purpose of this study is to test the viability of the large-lecture design and explore its immediate and longitudinal effects by examining student learning outcomes and perceptions. Three years of results from the quantitative portion of the evaluation using ACS exams, showed that students’ ACS general chemistry exam scores in the hybrid class increased significantly. In order to elucidate the effects of the course on students, open-ended surveys and semi-structured interviews were conducted the semester after the course and again two years later, where students were asked to share their personal experiences and views on the course. In this presentation, results from the end-of-semester surveys and preliminary findings of the longitudinal study will be reported.