enhancing the student learning experience through lecture flipping jon green (biosciences) &...
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Enhancing the Student Learning Experience Through Lecture Flipping
Jon Green (Biosciences) & Natalie Rowley (Chemistry)
HEA STEM 2014
What is lecture flipping?
Also known as “lecturing without lectures” or “inverting the classroom”
interactive teaching delivery approach which inverts traditional lectures, often using technology-enhanced learning and teaching
In advance of the face-to-face sessions
Content is delivered pre-lectures usually through screencasts or directed reading
Short online quizzes to assess students’ knowledge prior to lectures (“Just-in-Time Teaching” approach*)
* “Just-in-Time Teaching: Blending Active Learning and Web Technology” G.M. Novak, E.T. Patterson, A.D. Gavrin and W. Christian, Prentice–Hall, Upper Saddle River, NJ, 1999
During the face-to-face sessions Face-to-face time used for focussing on areas
which students have identified as being difficult
Interactive problem solving e.g. clicker questions (using “Peer Instruction”* approach) and practice questions
* “Peer Instruction: A User’s Manual” E. Mazur, Prentice–Hall, Upper Saddle River, NJ, 1997
Peer Instruction
Brief lecture
Concept Test:Students vote
Correct Answer< 30%
Correct Answer30 - 70%
Correct Answer> 70%
Go over concept again
Peer Instruction
Students vote again
Move on to next topic
Peer Instruction
Brief lecture
Concept Test:Students vote
Correct Answer< 30%
Correct Answer30 - 70%
Correct Answer> 70%
Go over concept again
Peer Instruction
Students vote again
Move on to next topic
Flipped lectures in Biology
Flipped course for 80 second year Biochemistry/Biology/Human Biology students
Flipped 6 out of 8 lectures
Interactive sessions timetabled one per week
Flipped lectures in Biology 2-3 screencasts (15 min each) onto iVLE four days before
interactive session
MCQ quiz (5 questions) also on iVLE
Opportunity for students to ask questions or raise issues before the interactive session
Interactive sessions - quizzes, data interpretation, essay plans
What type of microscopy?
A. B. C. D.
25% 25%25%25%
A. Bright field microscopy
B. Scanning microscopy
C. Transmission microscopy
D. Fluorescence microscopy
Data Interpretation
Students write a paragraph describing and interpreting the results
They then compare notes in small groups
This is followed by a class discussion
Essay plan
Topic based on pre-lecture material Students work individually on the essay
plan Followed by discussion in small groups Followed by class discussion
Results of “Peer Instruction”
% correct answers-before % correct answers-after
55 90
65 85
MCQ test results - before & after the lecture flipping
%
% of students who improved
90
Mean mark (start) 35.6+7.5
Mean mark (final) 78.6+10.8
Student feedback %
Did you generally watch the videos? 81
Do you think the ‘flipped’ approach helped your understanding of the subject?
90
Do you prefer the ‘flipped’ style of teaching compared with non-interactive lectures?
86
Student perspective ‘You can go through content at own pace by
pausing the videos’
‘Short videos allowed your attention to remain focussed’
‘Able to take more accurate and detailed notes’
‘Videos will help me as a dyslexic student’
Student perspective ‘I liked the interactive sessions as they
consolidated my learning’
‘Peer instruction worked well’
‘Some videos I didn’t watch before the lecture because I had other assignments’
‘Lecture flipping generally unhelpful and irritating, almost patronising’
Staff perspective Felt as though delivering personalised
teaching sessions (“Just-in-Time” teaching)
Totally interactive so students engaged -– “class tutorial”
Many more thought-provoking questions asked
“Peer Instruction” worked well
Staff perspective Felt as though delivering personalised
teaching sessions (“Just-in-Time” teaching)
Totally interactive so students engaged -– “class tutorial”
Many more thought-provoking questions asked
“Peer Instruction” worked well
Conclusions
Technically not difficult to set up but requires particular skills in the interactive sessions
The ‘time’ factor
Engaging students in the approach
Would recommend a ‘mixed’ approach to lecture delivery
Acknowledgements University of Birmingham Centre for Learning
and Academic Development for funding (2012-13)
University of Birmingham STEM Education Centre for funding (2013-14)