Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades

Chemistry Education Research and Practice

Volumn 17, Issue 1, 2016, Pages 197-208

  Eichler, Jack F ^a   Peeples, Junelyn ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b SCRIPPS COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85016421708     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c5rp00159e     Document Type: Article

References (22)

1. Anthony S., Mernitz H., Spencer B., Gutwill J., Kegley S. and Molinaro M., (1998), The ChemLinks and ModularCHEM consortia: using active and context-based learning to teach students how chemistry is actually done, J. Chem., Educ., 75, 322-324
2. Christiansen M. A., (2014), Inverted teaching: applying a new pedagogy to a university organic chemistry class, J. Chem. Educ., 91, 1845-1850
3. Crouch C. H. and Mazur E., (2001), Peer instruction: ten years of experience and results, Am. J. Phys., 69 (9), 970-977
4. Deslauriers L., Schelew E. and Wieman C., (2011), Improved learning in a large-enrollment physcis class, Science, 332, 862-864
5. Eagan K., Stolzenberg E. B., Lozano J. B., Aragon M. C., Suchard M. R. and Hurtado S., (2014), Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey, The Higher Education Research Institute
6. Ealy J. B., (2013), Development and implementation of a first-semester hybrid organic chemistry course: yielding advantages for educators and students, J. Chem. Educ., 90, 303-307
7. Eichler J. F. and Peeples J., (2013), Online homework put to the test: a report on the impact of two online learning systems on student performance in general chemistry, J. Chem. Educ., 90, 1137-1143
8. Fautch J. M., (2015), The flipped classroom for teaching organic chemistry in small classes: is it effective? Chem. Educ. Res. Pract., 16, 179-186
9. Flynn A. B., (2015), Structure and evaluation of flipped chemistry courses: organic and spectroscopy, large and small, first to third year, English and French, Chem. Educ. Res. Pract., 14, 198-211
10. Freemana S., Eddya S. L., McDonougha M., Smith M. K., Okoroafora N., Jordt H. and Wenderotha M. P., (2014), Active learning increases student performance in science, engineering, and mathematics, Proc. Nat. Acad. Sci. U. S. A., 111 (23), 8410-8415
11. Gutwill-Wise J. P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, J. Chem. Educ., 78, 684-690
12. Hurtado S., Eagan K., Pryor J. H., Whang H. and Tran S., (2011), Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey, The Higher Education Research Institute
13. Kachigan S, (1991), Multivariate Statistical Analysis, 2nd edn, New York: Radius Press
14. Mayer R. E., Stull A., DeLeeuw K., Almeroth K., Bimber B., Chun D., Bulger M., Campbell J., Knight A. and Zhang H. (2009), Clickers in college classrooms: fostering learning with questioning methods in large lecture classes, Cont. Ed. Psych., 34 (1), 51-57
15. Rein K. S. and Brookes D. T., (2015), Student response to a partial inversion of an organic chemistry course for non-chemistry majors, J. Chem. Educ., 92, 797-802
16. Ryan J. J., Anderson J. A. and Birchler A. B. (1980), Student evaluations: The faculty responds, Res. High. Educ., 12, 317-333
17. Seery M. K., (2015), Flipped learning in higher education chemistry: emerging trends and potential directions, Chem. Educ. Res. Pract., 16, 758-768
18. Shibley I., Amaral K. E., Shank J. D. and Shibley L. R., (2011), Designing a blended course: using ADDIE to guide instructional design, J. Coll. Sci. Teach., 40, 80-85
19. Smith J. D., (2013), Student attitudes toward flipping the general chemistry classroom, Chem. Educ. Res. Pract., 14, 607-614
20. Talanquer V. and Pollard J., (2010), Let's teach how we think instead of what we know, Chem. Educ. Res. Pract., 11, 74-83
21. Yestrebsky C. L., (2015), Flipping the classroom in a large chemistry class-research university environment, Procedia-Social and Behav. Sci., 191, 1113-1118
22. Yezierski E. J., Bauer C. F., Hunnicutt S. S., Hanson D. M., Amaral K. E. and Schneider J. P. (2008), POGIL implementation in large classes: strategies for planning, teaching, and management, in Moog R. S. and Spencer J. N. (ed.), Process-Oriented Guided Inquiry Learning, Washington, DC: American Chemical Society Symposium Books