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Wednesday, June 22 • 14:45 - 15:35
CON03.16 - Flipped and blended courses in lecture and active learning classrooms: Structure and evaluation

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*** NEW: Coming to the presentation? Please try to watch this video ahead of time on my flipped and blended class structure: https://youtu.be/HqdOLDbyrGE (there will not be a test).
Here's one on the evaluation I did of my flipped courses:  https://youtu.be/Xjuv_cmHcVY

To promote student learning and more actively engage students in science practices (NRC, 2012), I flipped a number of undergraduate chemistry courses (17–420 students) in 2013–2015 (Flynn, 2015). Lectures became short online videos; class time was dedicated to interactive activities, which were taught in auditoriums (large classes) and uOttawa’s active learning classroom (small classes). To structure the courses, I analyzed each course’s intended learning outcomes (ILOs) to decide which course components would be delivered online and which would be addressed in class. I created short (2–15 min) videos to replace lectures and designed the online and in-class learning activities, all aligned with the ILOs; assessment was also aligned with the ILOs. This format empowered learners and provided multiple opportunities for students to construct their own knowledge in a social setting and give and receive feedback (Schuh, 2003; Vygotsky, 1978). In 2015–2016, other professors in our Department adopted this course model.

I conducted a learning evaluation to determine the impact of the new course structure, using Guskey’s (2002) evaluation model. Students’ grades, withdrawal rates, and failure rates were compared between courses that had a flipped model and courses taught in previous years in a lecture format. The findings revealed statistically significant higher grades and lower withdrawal and failure rates in the flipped courses, although a causal link to the new flipped class format could not be concluded.

In this session, I will explain the flipped course structure, discuss the students’ and professors’ perspectives, describe the results of the educational evaluation, and situate the findings in the context of other flipped course research. Session participants will plan part of a flipped course using one of their own course-level or section/module-level learning outcomes.

Flynn, A. B. (2015). Structure And Evaluation Of Flipped Chemistry Courses: Organic & Spectroscopy, Large And Small, First To Third Year, English And French. Chemistry Education Research and Practice, 16, 198–211. http://doi.org/10.1039/C4RP00224E

Guskey, T. R. (2002). Does It Make a Difference? Evaluating Professional Development. Educational Leadership, 59(6), 45–51. Retrieved from http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-It-Make-a-Difference%C2%A2-Evaluating-Professional-Development.aspx

Schuh, K. L. (2003). Knowledge construction in the learner-centered classroom. Journal of Educational Psychology, 95(2), 426–442. http://doi.org/10.1037/0022-0663.95.2.426

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

avatar for Alison Flynn

Alison Flynn

Associate Vice-Provost, Academic, University of Ottawa

Wednesday June 22, 2016 14:45 - 15:35 EDT
Weldon Library 121 (Teaching Support Centre) Western University