Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Jamie L. Jensen, Emily A. Holt, Jacob B. Sowards, T. Heath Ogden, Richard E. West
<span title="2018-06-22">2018</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/iuk7tibsx5gjvaao7rrb5alpri" style="color: black;">Journal of Science Education and Technology</a> </i> &nbsp;
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical
more &raquo; ... uctory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s10956-018-9740-6">doi:10.1007/s10956-018-9740-6</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/gcesszj47bbijaqfpfupoj3mnq">fatcat:gcesszj47bbijaqfpfupoj3mnq</a> </span>
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