Article pubs.acs.org/jchemeduc
Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students David Schultz,†,‡ Stacy Duffield,*,‡ Seth C. Rasmussen,§ and Justin Wageman‡ †
Davies High School, Fargo, North Dakota 58104, United States School of Education, North Dakota State University, Fargo, North Dakota 58102, United States § Department of Chemistry and Biochemistry, North Dakota State University, Fargo, North Dakota 58102, United States ‡
S Supporting Information *
ABSTRACT: This mixed-methods study investigated the effects of the flipped classroom on academic performance of high school advanced placement chemistry students. Student perceptions about the approach were also studied. The control group consisted of students from the 2011−2012 academic year, in which traditional teaching methods were used. The treatment group consisted of students from the 2012−2013 academic year, in which the flipped classroom approach was used. Identical assessments were administered and analyzed through both descriptive statistics and independent t tests. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind, and review lectures, as well as increased individualized learning and increased teacher availability. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign. KEYWORDS: General Public, Curriculum, Computer-Based Learning, Learning Theories, Student-Centered Learning, High School/Introductory Chemistry
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INTRODUCTION
The Flipped Classroom
According to Sams et. al.,1 the term “flipped classroom” describes the practice of “flipping” the traditional teaching approach where content is delivered in class and practice problems are done at home. In a flipped classroom, students watch lectures outside of class through the use of screencasts, and class time is spent engaging students through a variety of learning activities.2 Although the flipped classroom model of instruction has been popularized by Bergmann and Sams,2 its use was first reported by Eric Mazur.3 Mazur incorporated computer-based instruction to guide students through a unit outside of class time. In this model, Mazur restructured his class so that he was available to his physics students when he felt they needed him most. About 10 years later, the flipped classroom model began to take shape in two separate studies. Lage, Platt, and Treglia4 created the “inverted classroom” to reach more students of different learning styles. Their inversion consisted of multimedia (video tapes and PowerPoint lectures with recorded sound) to be viewed outside of class in a media lab or at home. Student survey results showed the participating students found the approach to be favorable over traditional teaching due to increased student−instructor interaction, more active engagement, and group collaboration.4 In a similar approach, a college
Any good teacher strives to answer the question, “How can I meet all of my students’ learning needs?” However, large class sizes, diverse learners, standards, and limited class time may prevent a teacher from supporting all students in reaching their potential. Today, technological advances can take the classroom one step closer to an answer via the flipped classroom approach. This model of instruction is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”1 The purpose of this study was to investigate the impact of the flipped classroom model on student performance in an advanced placement (AP) chemistry course at the high school level. A secondary purpose was to investigate student perceptions about the flipped approach and related technology. The outcome of this study is important to educators as they make decisions about the best ways to support student learning. The research questions included: (1) Do students in the flipped classroom perform differently than students in a traditional classroom? (2) What perceptions do students have about the flipped classroom? © XXXX American Chemical Society and Division of Chemical Education, Inc.
Special Issue: Advanced Placement (AP) Chemistry
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warned educators to be mindful of the student population and access to technology at home.16 Accommodations need to be made in advance, whether it is burning DVDs, increasing student access with flash drives, or extended use of the library. Because flipping classrooms is a relatively new approach, much of the current data are informal and unpublished. Stayer compared the flipped and traditional method in his college-level statistics classes.5 In the flipped classes, Strayer used an intelligent tutoring system (ITS) to deliver lecture content outside of class rather than self-created videos. In the classroom, students worked in collaborative groups to complete learning activities, which ranged from guided to open-ended. The traditional course was delivered with PowerPoint lectures, and students were assigned problems to work on outside of the class. According to Stayer’s analysis, students were less satisfied with how the structure of the flipped classroom aligned to the learning tasks.5 Stayer suggests the innovative approach will take time depending on student comfort and exposure to openended problem solving. At the secondary level, Musallam investigated the impact of screencasts as a pretraining tool to manage the intrinsic cognitive load, which is a student’s perceived level of difficulty associated with learning something.17 According to Ayres: “Overloading working memory inhibits learning; and therefore, working memory load must be kept at a manageable level through instructional strategies”.18 Musallam also found students that received pretraining performed better on their final assessment than those that did not.17 He suspected the pretraining videos worked to lower the burden on the learner’s working memory, enabling better learning. In another version of the flipped classroom, researchers compared the traditional approach to a flipped approach using Khan Academy with a summer, remedial math course.8 In the flipped class, students received a mixture of traditional-teacher assistance and used Khan Academy videos for instruction; they then proceeded with the guided software.8 The guided software included practice problems and assessments that guided a student through a mastery approach. Both the traditional and flipped groups improved about the same amount, indicating no major difference. Another interesting finding from the study was the flipped group spent an extra 2−3 weeks on prior knowledge content, which reduced the time spent learning the new material. In essence, students spent less time on the tested material and did just as well as students that did not.
professor used the Internet to disseminate his lecture notes and online discussion boards to extend classroom discussions.5 As a result of the flipped approach, students reported more personal attention, more control over their learning, and engagement in critical thinking. In 2006, Bergmann and Sams2 began using online, taped lectures to reach students who were frequently absent. Soon after, other students from their school and around the country began to watch and learn as well. According to Bergmann and Sams,2 the greatest achievement of the flipped classroom is not the videos but “greater student−teacher rapport” and “freeing up class time to conduct higher quality and more engaging activities”. They went on to state2 The time when my students really need me physically present is when they get stuck and need my individual help. They do not need me...to yak at them and give them content; they can receive content on their own. Although an article in Chemical & Engineering News6 reported a college general chemistry instructor found student performance on exams were significantly improved from the traditional approach to the flipped approach, quantitative research is limited relating to the effectiveness of the flipped classroom. However, numerous teachers have reported benefits ranging from improved academic performance and increased student− teacher interactions to improved classroom management and use of other best practices. The number one teacher-reported benefit is increased student−teacher interaction.2,4,7−10 By creating more one-on-one time, students receive an educational experience tailored to their individual learning style. In addition, when teachers are able to build solid relationships with their students, students are more likely to trust their teachers and are motivated to do well. Another frequently reported benefit is the creation of a student-centered learning environment.2,4,8,11 Sparks reported that teachers saw more “student engagement and accountability because it [the flipped classroom] requires students to commit to doing a lot more work on their own”.11 When students became accustomed to the flipped approach, they developed an increased sense of responsibility for their learning, and they worked with their teachers to achieve learning goals.8 Lage et al. also agreed with this statement reporting “...this type of classroom demanded that students take ownership of their learning”.4 Three additional teacher-identified benefits emerged from the literature. First, the flipped classroom supports students who have been absent to acquire content and skills via videos outside of school.2 Second, differentiation is made easier because the freed-up class time allows the instructor to learn how to accommodate to each student.12 Furthermore, videos also supply a means of differentiated instruction through the use of the pause and rewind functions.2 Finally, improvements to classroom management have been reported. In the flipped classroom model, the teacher becomes the “guide on the side” and roams the class looking for ways to scaffold learning.2 In fact, at schools where flipped classrooms were implemented, administrators reported a dramatic reduction in discipline referrals and higher compliance in homework completions.13,14 “Students are less frustrated and disruptive in class because there is someone on hand to help one-on-one”.13 Alternately, it is important to note that flipped classrooms are not always the best approach.15 Teachers need to evaluate learning objectives and assessments to determine if flipping the classroom is the best means for instruction. Another critic
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RESEARCH CONTEXT
This action research study included students in grades 10−12 who attended a high school in the upper Midwest. The school district resides in a small city school district with a population of about 100,000 residents. During the 2012−2013 school year, 13.25% of the high school’s student population of 1,000 students qualified for free or reduced lunches. AP chemistry mirrors introductory chemistry at the college level. Each year approximately 40 students take AP chemistry. Students choose to take this elective course for a variety of reasons, such as preparation for college, enjoyment of the sciences, further development of science knowledge and skills, and to obtain college credit.
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RESEARCH METHODS This study employed a mixed methods approach, incorporating both quantitative and qualitative techniques in an attempt to B
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finishing book problems and reading sections to be covered the following day. Preparation for the flipped classroom approach began with the unit plan. First, the learning objectives were divided into logical sections, which were used to build the individual screencasts. The next step involved preparation of the PowerPoint lectures and corresponding notes. Each section began with a statement of the learning objectives, followed by vocabulary and a presentation of concepts and applications. The students were provided with guided notes that outlined the video lecture. Next, screencasts were recorded using Camtasia Studio, a Bamboo annotation tablet, and a headset with microphone. Editing took from 10 to 60 min and was largely dependent upon the amount of time the instructor had available. After students watched the video, they completed a postvideo accountability reflection through Google Forms. The purpose of these reflections was twofold: (a) accountability for watching videos and (b) informal, formative assessment of student understandings. A Google Form is a survey tool that allows for a variety of question formats, such as multiple choice, free-response, rating scales, and checkboxes. The assessments followed the same format each time, and included the following:
triangulate research data.19 A quasi-experimental design was used to analyze if a statistically significant difference existed in academic performance on assessments between the control group, which experienced a traditional approach, and the experimental group, which experienced a flipped classroom. Results were analyzed with descriptive statistics and independent t tests to determine if the flipped approach impacted student performance in an AP chemistry class. A Likert scale questionnaire was used to collect student perceptions about the flipped classroom model of instruction. The questionnaire began with a statement that asked individuals to respond on a continuum ranging from “strongly agree” to “strongly disagree” with a neutral middle for which teaching model the student preferred. These results were analyzed with descriptive statistics. In addition to students rating their responses, a follow-up question asked students to rationalize their choice. This research study was approved by the Institutional Review Board. Participants
A convenience sample was drawn from 61 high school students enrolled in an advanced placement chemistry program at a coed public high school. The control group included 32 students, 15 male and 17 female, who were enrolled in AP chemistry during the 2011−2012 school year. Their pre-existing test-score data were used. The treatment group included 29 of the 43 students enrolled in AP chemistry during the 2012−2013 school year. These students were invited to participate in the research study, and 29 provided consent. To determine if the control and treatment groups were a good fit for comparison, GPA, age, and gender distribution were considered. Table 1 provides a
(1) (2) (3) (4)
Name. Which video did you watch? (Multiple choice list) Summarize the video in 2−3 sentences. (Free response) Are there any topics from this section you are still fuzzy on or struggled with? (Free response) Flipped classroom experiences began with the problems or an activity based on the video from the previous evening; most days, students were assigned to watch a screencast lecture, which would range between 10 and 15 min. Students reported time spent on note taking would usually be twice the length of the video. For example, a 10 min video would require 20 min to both watch and take notes. Following each video, students would complete the video reflection in Google Forms. In class, the first 5 min were dedicated to reviewing the contents of the homework video and discussion of questions that came up via the reflections. The review would end with students summarizing the video in their own words. The remainder of class time, 40−45 min, was spent engaging in book problems or a variety of other activities. While students worked, the teacher circulated the room and assisted students. If students finished early, they were able to watch that evening’s video.
Table 1. Demographic Comparisons of Control and Treatment Group School Year Number of Participants Gender Comparisons Males Females Grade Comparisons 10th graders 11th graders 12th graders Ethnicity Comparisons White (not Hispanic) Asian/Pacific Islander
Control Group
Treatment Group
2011−12 32
2012−13 29
15 17
12 17
1 9 22
2 12 15
28 4
25 4
Instrumentation
The two variables, academic performance and student perceptions, were measured through assessments and a questionnaire. Academic performance was measured by chapter and final exams. Each chapter test was assessed for internal consistency with the Kuder-Richardson formula 21 (KR-21). The closer the value is to 1.00, the more reliable the data is. The resulting statistics were above 0.75 for seven of the assessments and 0.66 for the chapter 8−9 assessment. The same tests used with the 2011−2012 control group were given to the 2012−13 treatment group. A questionnaire was used to study treatment group perceptions about the flipped classroom. The questionnaire consisted of a rating scale based on the Likert scale. It also consisted of open-ended items that allowed students to explain their choices.
demographic comparison of the control and treatment groups. Of the 29 students in the treatment group, 12 were male and 17 were female. The GPA for the control group was 3.61, and the GPA for the treatment group was 3.71. The experimental group’s GPA was 3.71. Ages of participants in both groups ranged from 15 to 18 years. Intervention
During the traditional classroom experience, students received direct instruction during class, and most practical application occurred at home or the end of the class period. On average, 30−40 min of the 50 min class period was devoted to a mix of a lecture and discussion. The remaining time was spent on book problems or other learning activities. Homework consisted of C
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Table 3. Independent t Test Results for Group Differences in Student Performance for Male and Female Students
DATA COLLECTION AND ANALYSIS This study was approximately four calendar months in duration and included two nine-week academic grading periods. Seven chapter tests were given during this time. At the end of the study, a comprehensive final exam and the student perception questionnaire were administered. The first research question, concerning student academic performance, was assessed with chapter tests and a semester final exam. Descriptive statistics and independent t test analyses were conducted to determine if a difference and direction of academic performance between each group existed. The descriptive statistics on the mean score comparison between the traditional and flipped classroom groups are provided in the Supporting Information. Table 2 presents the independent sample t tests used to assess differences between each group’s average scores.
df
Table 2. Independent t Test Results for Group Differences in Student Performancea
Ch 1−3 Test Ch 4 Test Ch 5 Test Ch 7 Test Ch 8−9 Test Ch 10 Test Ch 11 Test Semester 1 Final a
df
Significance (2tailed)b
Mean Difference
Std. Error Difference
59 59 59 59 59 59 59 59
0.002 0.002 0.018 0.001 0.002 0.001 0.004 0.009
−3.95 −4.67 −3.08 −4.32 −3.76 −4.34 −5.34 −8.13
1.20 1.44 1.26 1.19 1.16 1.29 1.75 3.02
a
Ch 1−3 Test Ch 4 Test Ch 5 Test Ch 7 Test Ch 8−9 Test Ch 10 Test Ch 11 Test Semester 1 Final
32 32 32 32 32 32 32 32
Ch 1−3 Test Ch 4 Test Ch 5 Test Ch 7 Test Ch 8−9 Test Ch 10 Test Ch 11 Test Semester 1 Final
25 25 25 25 25 25 25 25
Significance (2tailed)a Female Studentsb 0.077 0.023 0.023 0.231 0.029 0.177 0.078 0.144 Male Studentsc 0.008 0.045 0.041 0.023 0.003 0.001 0.008 0.014
Mean Difference
Std. Error Difference
−3.15 −4.00 −4.00 −2.29 −3.88 −2.47 −3.00 −2.59
1.72 1.68 1.68 1.88 1.70 1.79 1.65 1.73
−4.93 −5.23 −5.23 −3.92 −5.14 −5.36 −5.98 −8.68
1.71 2.48 2.42 1.62 1.59 1.37 2.09 3.28
Statistically significant at the 0.05 level. bN = 34. cN = 27.
No statistical analyses were performed for 10th grade students because of a small sample size (n = 3). The descriptive statistics on the mean score comparison between the traditional and flipped classroom groups for 11th grade students are provided in the Supporting Information. Table 4 presents the independent t test results for 11th grade students. The means and standard deviations by grade level are presented in the Supporting Information.
N = 61. bStatistically significant at the 0.05 level.
There were statistically significant differences (p < 0.05) in student performance on all eight assessments between the traditional group and the flipped classroom group. The flipped classroom students scored higher compared to the traditional classroom students on all eight assessments. See the Supporting Information for means and standard deviations for student performance on the assessments.
Table 4. Independent t Test Results for Group Differences in Student Performance for 11th Grade Studentsa
Ch 1−3 Test Ch 4 Test Ch 5 Test Ch 7 Test Ch 8−9 Test Ch 10 Test Ch 11 Test Semester 1 Final
Gender
Additional data analyses were conducted to see if there was a statistically significant difference in student performance between the control group and experiment group with respect to gender. The descriptive statistics on the mean score comparison between the traditional and flipped classroom groups for male and female students is provided in the Supporting Information. Table 3 presents the independent t test results for the separate groups of male and female students. See the Supporting Information for the means and standard deviation on the assessments by gender. There was a significant difference (p < 0.05) in student performance on all eight assessments between both groups. Male students in the flipped classroom scored higher than males in the traditional group. Although females in the flipped classroom scored higher on average, there were mixed results as to statistically significant differences (p < 0.05) in student performance between the traditional and flipped classroom groups.
a
df
Significance (2tailed)b
Mean Difference
Std. Error Difference
17 17 17 17 17 17 17 17
0.000 0.008 0.012 0.009 0.052b 0.000 0.008 0.003
−6.55 −7.67 −6.45 −6.29 −5.95 −9.98 −12.38 −16.04
1.51 2.53 2.30 2.13 2.85 1.83 4.08 4.60
N = 19. bStatistically significant at the 0.05 level.
There was a significant difference (p < 0.05) in student performance between both groups for 7 out of 8 assessments. With respect to 12th grade students and instructional mode, there was a significant difference (p < 0.05) in student performance on 2 out of 8 assessments between both groups. The descriptive and inferential statistics on the mean score comparison between the traditional and flipped classroom groups for 12th grade students are found in the Supporting Information. Student Perceptions
Grade Level
The second question, concerning student perceptions about the flipped classroom, was assessed through two methods. The rating scale was analyzed with descriptive statistical methods. The open-ended responses were coded independently by two
Additional data analyses were conducted to see if a statistically significant difference in average assessment scores between the control group and experiment group with respect to grade level. D
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2 out of 8 assessments. Analysis of grade-level perceptions indicate no clear trends. The majority of students preferred the flipped classroom mode of instruction compared to the traditional approach. Favorable responses for the flipped classroom included student ability to apply their knowledge in class with the teacher present; ability to pause, rewind, and review video lectures; and ability to learn at one’s own pace. Students who preferred the traditional approach reported they were more familiar with this method, and they stated that the teacher was not available during video lecture to answer questions. Students with no preference reported that either method could help them learn and apply the content. Other student perceptions included positive and negative aspects of the flipped classroom and advice for future teachers considering the flipped classroom model. Positive features included the ability to pause, rewind, and review video lectures; learn at one’s own pace; work in class with the teacher present; the ability to stay caught up when absent; the ability to ask questions outside of class; and a better focus with videos. Negative features included the teacher being unavailable during video lectures, the videos were too long, missing a video and would get behind, missed classroom interaction, and technology issues. A unique negative issue reported was having two flipped classes created more homework. The advice students have for future flipped classroom teachers is to have a blend of flipped and traditional instruction, be sure videos are clear and thorough, keep videos under 15 min in length, have a quick review in class, and ensure accountability for watching the videos.
researchers and then compared to determine consistency. Figure 1 summarizes the results of the survey. Responses by item are presented in the Supporting Information.
Figure 1. Reported student instructional preferences.
The majority of students preferred or strongly preferred the flipped classroom model. The most frequent response in favor of the flipped classroom was the ability to pause, rewind, and go back to review (12). Other favorable responses were teacher availability to help in class (9), ability to learn at own pace (9), class time to apply knowledge and work with classmates (6), multiple opportunities to learn the material [at home and in class] (6), ability to ask questions outside of class (4), and ability to stay caught up when absent (3). Students who preferred the traditional approach to instruction had a variety of explanatory responses. The two most stated reasons were the inability to ask questions during video lectures (6) and being accustomed to traditional instruction (4). Additional responses include that the videos were too long (2), they focus better in class (2), and they missed class interaction (2). Interestingly, all four students with a traditional preference were female. Students with no preference stated either method would allow them to learn and apply the material (3). The complete results of the survey questions are provided in the online Supporting Information.
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CONCLUSIONS Independent t test analyses indicated that there were statistically significant differences in student performance on all assessments, supporting the notion that increasing student− teacher interactions2,4,7−10 and creating a student-centered learning environment2,4,7,10 will enhance student learning. Increases in student performance are likely the result of three main areas. First, student learning is put in the students’ hands.2,4,8,11 The technology benefits of being able to pause and rewind their teacher to hear and see the lecture again promotes individualized, self-paced learning. As one student reported, “I get really embarrassed if I ask a question...when everyone else seems to understand it except me. I was not embarrassed to rewind the videos because no one was there to watch me do that.” Second, students felt there were two opportunities to learn the material, once via video and once during class. In a sense, this has always been the case in the traditional classroom through classroom lessons and homework. However, the advantage of the flipped classroom is students were able to integrate and apply their knowledge in the classroom.9 Third, by moving direct instruction outside of the classroom, more time is created in the classroom for additional teacher support.2,4,7−10 A student explained, “I find it more beneficial to do the problems in class because I can ask the teacher questions if I don’t understand something.” Data analyses uncovered two unexpected results. First, male students performed better as a result of the flipped classroom as compared to female students. Second, 11th grade students scored higher; whereas, little to no statistically significant differences were found for 12th grade students. This particular finding was difficult to pinpoint because the qualitative data did not have any trends with respect to grade level. The 12th grade
Summary of Results
A statistically significant difference in academc performance existed between each group. Students in the flipped classroom group on average scored higher on unit assessments than students in the traditional classroom group. Statistically significant differences in academic performance occurred between male students of the traditional and flipped classroom groups. Flipped classroom males performed higher than traditional ones on all eight assessments. Female students showed less statistically significant differences in academic performance, with differences occurring on only 3 out of 8 assessments. A common theme of traditional preference and negative perceptions for the flipped classroom was also more common for female students. Statistically significant differences in acadmeic performance occurred between 11th grade students of the traditional and flipped classroom groups on 7 out of 8 assessments. Eleventh-grade students performed higher in the flipped classroom than those in a traditional classroom. Twelfth-grade students showed little statistically significant differences in academic performance, only performing better on E
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(4) Mazur, E. Can We Teach Computers to Teach? Comput. Phys. 1991, 5, 31−38. (5) Lage, M. J.; Platt, G. J.; Treglia, M. Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. J. Econ. Ed. 2000, 31 (1), 30−43. (6) Strayer, J. F. Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in a Traditional Classroom and a Flip Classroom that Used an Intelligent Tutoring System. Doctoral Dissertation, Ohio State University, Columbus, Ohio, 2007. (7) Fulton, K. The flipped classroom: Transforming Education at Byron High School. Technol. Horiz. Educ. 2012, 39 (3), 18−19. (8) Greenberg, B.; Medlock, L.; Stephens, D. Blend My Learning: Lessons Learned from a Blended Learning Pilot. http://blendmylearning. files.wordpress.com/2011/12/lessons-learned-from-a-blendedlearning-pilot4.pdf (accessed Apr 2014). (9) Pape, L.; Sheehan, T.; Worrell, C. How to Do More with Less. Learn. Leading Technol. 2012, 39 (6), 18−22. (10) Roshan, S. The Best Way to Reach Each Student? http://www. thedailyriff.com/articles/the-best-way-to-reach-each-student-privateschool-flips-learning-547.php (accessed Apr 2014). (11) Sparks, S. D. Schools “Flip” for Lesson Model Promoted by Khan Academy. Educ. Week 2011, 31 (5), 12−14. (12) Weist, K. What My Students are Saying about Flipped/Mastery Chemistry Class. http://flippingoutkim.blogspot.com/ (accessed Apr 2014). (13) Á lvarez, B. Flipping the Classroom: Homework in Class, Lessons at Home. http://www.learningfirst.org/flipping-classroom-homeworkclass-lessons-home (accessed Apr 2014). (14) Higgins, L. School’s Radical Flip Gets Results; Detroit Free Press: Detroit, MI, October 23, 2011. (15) Wright, S. The Flip: Why I Love it, How I Use It. http://blogs. kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/ (accessed Apr 2014). (16) Nielsen, L. Five Reasons I’m Not Flipping Over the Flipped Classroom. http://theinnovativeeducator.blogspot.com/2011/10/fivereasons-im-not-flipping-over.html (accessed Apr 2014). (17) Musallam, R. Effects of Using Screencasting as a Multimedia PreTraining Tool to Manage the Intrinsic Cognitive Load of Chemical Equilibrium Instruction for Advanced High School Chemistry Students. Doctoral Dissertation, University of San Francisco: San Francisco, CA. 2010. (18) Ayres, P. Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Appl. Cognit. Psychol. 2006, 20 (3), 287− 298. (19) Drew, C. J.; Hardman, M. L.; Hosp, J. L. Designing and Conducting Research in Education; Sage: Los Angeles, CA, 2008.
students may be more reluctant to change their learning methods as they are close to completing school. Students also stated it was easier to stay caught up or get ahead in a flipped classroom. One student said, “It’s also very easy to keep up with the class whenever I have to miss school for an illness or activities.” Students gave suggestions for future flipped classrooms. They reported preferring a blended approach to the flipped classroom, meaning a combination of traditional and flipped lessons. They suggested difficult concepts be presented in class and not through video, explaining that whichever component of a learning target, content learning or practice, was more difficult to grasp, should occur in the classroom. One student reported, “I prefer to simply watch the videos on the simpler topics, but it’s great to have someone explain, in simpler terms, the more complex terms.” Students also said it is important that teachers create clear concise videos that are under 15 min. As recommended by Bergmann and Sams,2 students reported the time spent on longer videos was frustrating at times and that clarity is important. Lastly, teachers should plan to spend about 5 min the next day to review the video. For this study, Google Forms were used for student accountability and informal assessment. After watching a flip video, students would complete a video reflection. These reflections provided assurance that students were watching the videos and highlight any misconceptions or student questions. Students reported mixed feelings about the reflections, some stated they were time-consuming, but others said they appreciated being able to express their individual needs. There are limitations to this study. First, the sample size was small with 61 total participants, 32 in the control group, and 29 in the treatment group. Second, the sample is specific, with the study taking place in an AP chemistry class. Teachers planning to implement the flipped classroom should be aware of the time requirements for creating videos and may wish to consider gradually building flipped units. Working with another teacher to share the workload of building the video library can also reduce the time demand for this potentially beneficial approach.
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ASSOCIATED CONTENT
S Supporting Information *
Means and Standard Deviations for Student Performance on Assessments; Responses by Item for Student Perception Survey. This material is available via the Internet at http:// pubs.acs.org.
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AUTHOR INFORMATION
Corresponding Author
*E-mail: stacy.duffi
[email protected]. Notes
The authors declare no competing financial interest.
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REFERENCES
(1) Sams, A.; Bergmann, J.; Daniels; D.; Bennett, B.; Marshall, H. W.; Arfstrom, K. M. What is Flipped Learning? http://flippedlearning.org/ cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_ FNL_Web.pdf (accessed Apr 2014). (2) Bergmann, J.; Sams, A. Flip your classroom: Reach Every Student in Every Class Every Day; ASCD: Eugene, OR, 2012. (3) Arnaud, C. H. Flipping Chemistry Classrooms. Chem. Eng. News 2013, 91 (12), 41−43. F
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