Communication pubs.acs.org/jchemeduc
ConfChem Conference on Flipped Classroom: Reclaiming Face TimeHow an Organic Chemistry Flipped Classroom Provided Access to Increased Guided Engagement Bridget G. Trogden* Department of Chemistry, Mercer University, Macon, Georgia 31207, United States
Downloaded by NANYANG TECHNOLOGICAL UNIV on August 26, 2015 | http://pubs.acs.org Publication Date (Web): July 21, 2015 | doi: 10.1021/ed500914w
S Supporting Information *
ABSTRACT: Students’ active engagement is one of the most critical challenges to any successful learning environment. The blending of active engagement along with rich, meaningful content is necessary for chemical educators to re-examine the purpose of the chemistry classroom. The Spring 2014 ConfChem conference, Flipped Classroom, was held from May 9 to June 12, 2014, and contained eight papers and a poster session discussing a variety of ways to engage students within a flipped learning approach to the classroom. This communication introduces the conference, suggests that the flipped classroom is a growing trend, and invites readers to engage in further discussions on how technology can be leveraged to transform the face-to-face practice with our students. The Spring 2014 ConfChem conference was hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). KEYWORDS: Second-Year Undergraduate, Organic Chemistry, Computer-Based Learning, Multimedia-Based Learning, Constructivism
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CONFCHEM PAPER ON FLIPPED CLASSROOM
small groups of students to engage with the content through guided problem solving. The data from the flipped student cohort were analyzed and compared to a nonflipped control group cohort taught by the same instructor during the same semester.5,6 At the time of their enrollment, students were compared across two prerequisite categories, and no statistical differences were seen at the start of the semester between the flipped and nonflipped cohorts. At the end of the semester, the students enrolled in the flipped course experienced an overall lower failure rate and an increase in course-wide GPA. None of the students in the flipped cohort received the final grade of F, and the bell curve shifted toward success (C or better). Student qualitative data on their experience in the course were also acquired and analyzed, and supported the conclusion that the flipped cohort found flipped learning beneficial. The overall change (flipping content to out-of-class time and increased problem-solving time to in-class time) was small and not difficult to implement, and the results were worthwhile.
Introduction and Summary of the Paper
For those teaching scientific courses, choosing appropriate pedagogical practices in the classroom is a lot like being a good scientist in the laboratory: data-driven decision making is key. Teaching and learning can improve as instructors identify barriers to student success and implement changes to help students be more successful. However, in courses such as organic chemistry, there is a large knowledge base that must be acquired and individual face-time with students in often not possible.1,2 This communication is intended to give an overview of a paper on the flipped classroom as one strategy toward balancing content and student engagement.3 The full paper was discussed from May 16 to May 22 during the spring 2014 ConfChem online conference, Flipped Classroom. This conference was hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).4 Whereas the full rationale for the impetus of implementing flipped learning is given in the original paper (see the Supporting Information), it is sufficient to mention here that increasing class time on problem solving was greatly desirable. In short, a hybrid flipped class was implemented, where students received 1/3 of their organic chemistry content (one 50 min class out of three 50 min weekly class sessions) via online video. The videos were created by their instructor (this author) in order to maintain continuity of content delivery. The main purpose of the flip was to carve out 1 day each week for © XXXX American Chemical Society and Division of Chemical Education, Inc.
Summary of the Discussion
During the week in which the paper was featured as part of the Flipped Classroom ConfChem, an active and interesting discussion ensued that put the paper into the wider context of successful chemistry pedagogies. The conversation contributors discussed the best practices of using videos as part of
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DOI: 10.1021/ed500914w J. Chem. Educ. XXXX, XXX, XXX−XXX
Downloaded by NANYANG TECHNOLOGICAL UNIV on August 26, 2015 | http://pubs.acs.org Publication Date (Web): July 21, 2015 | doi: 10.1021/ed500914w
Journal of Chemical Education
Communication
flippedlearningjournal.org/ (accessed Apr 2015). (e) Twitter. Hashtag #flipclass. https://twitter.com/ (accessed Apr 2015). (4) American Chemical Society Division of Chemical Education Committee on Computers in Chemical Education. 2014 Spring ConfChem: Flipped Classroom. http://confchem.ccce.divched.org/ 2014SpringConfChem (accessed Apr 2015). (5) Partial data are available in the paper uploaded as Supporting Information. (6) Trogden, B. G. The View from a Flipped Class: Improved Student Success and Subject Mastery in Organic Chemistry. In Implementation and Critical Assessment of the Flipped Classroom Experience; Scheg, A. G., Ed.; IGI Global: Hershey, PA, 2015. (7) Kampmeier, J. A.; Varma-Nelson, P.; Wamser, C. C.; Wedegaertner, D. K. Peer-Led Team Learning: Organic Chemistry, 2nd ed.; Pearson Prentice Hall: Upper Saddle River, NJ, 2006.
chemistry instruction. There was general agreement that basic expose-level content is most amenable to online delivery, such that activities like application to discrete problems and drawing conclusions are best left to in-class time. For those who reuse videos in subsequent semesters, utilizing video editing software is beneficial for easily freshening and/or updating videos. Other important discussion points included the personal decision of whether or not to include oneself in the video (some did, some did not), minimizing distractions in the visuals of the video, and utilizing an ideal length around 10 min, although longer topics can be covered via a series of short videos. Those who provided discussion comments on the paper also indicated that problem-solving strategies are best taught in class rather than online, as the full paper stressed. Younger science students are often taught certain algorithms and memorization tactics to arrive at correct answers, but struggle in college courses where the answers are not always so straightforward. Both the paper and the ConfChem discussions confirmed the importance of guided practice when at all possible: through professor guidance, small classes, good supplemental instructors/tutors/peer-led team learning tactics,7 and group work. Finally, a discussion occurred regarding differences in general and organic chemistry epistemology. The transition from general to organic chemistry is often difficult, and students do not always understand how their skills and study habits translate between the two. The discussion commenters agreed that professors should try to ease the transition when possible and that flipped learning allows more in-class time for assisting students with the type of problem-solving approaches that are necessary for success in organic chemistry. Additionally, professors of the foundational general and organic chemistry sequences should communicate with each other on how and what they teach. Places such as ConfChem and Journal of Chemical Education are and continue to be beneficial forums for us to enter into larger conversation with our colleagues on the common charge of educating future scientists.
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ASSOCIATED CONTENT
S Supporting Information *
The full paper from ConfChem, with discussion appended. This material is available via the Internet at http://pubs.acs.org.
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. Notes
The authors declare no competing financial interest.
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REFERENCES
(1) Duis, J. M. Organic Chemistry Educators’ Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study. J. Chem. Educ. 2011, 88, 346−350. (2) Lynch, D.; Trujillo, H. Motivational Beliefs and Learning Strategies in Organic Chemistry. Int. J. Sci. Mater. Educ. 2011, 9, 1351−1365. (3) References on the flipped classroom: (a) Bergmann, J.; Sams, A. Flip Your Classroom: Reach Every Student in Every Class Every Day; International Society for Technology in Education: Washington, DC, 2012. (b) Peer Instruction Network. https://www.peerinstruction. net/ (accessed Apr 2015). (c) The Four Pillars of F-L-I-P; Flipped Learning Network. www.flippedlearning.org/definition (accessed Apr 20 1 5 ) . ( d ) F li p p e d L e a r ni n g J o u r n a l . h tt p : / / w w w . B
DOI: 10.1021/ed500914w J. Chem. Educ. XXXX, XXX, XXX−XXX
