Colleen Taylor - A Multi-year Evaluation of the Flipped Format in a General Chemistry Course

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      Publication Details (including relevant citation   information):

      International Journal of Process Education (June 2015, Volume 7   Issue 1)




      A flipped classroom model was implemented for three general   chemistry courses between the years 2011 and 2013 and final   grades were compared to those earned in the equivalent standard   lecture course with the same instructor taught in the semesters   of 2009, 2010 (two sections), and 2013. A comparison was also   made using a control course, a traditional class with a different   instructor with the same course materials as the flipped   classroom, for the fall semester of 2012. Retention in the   flipped classroom was 24% higher relative to the traditional   format for the same instructor. Comparison of student grades in   the flipped class with those in the control group having a   different instructor provided compelling albeit less conclusive   data. Survey data administered for the flipped and the control   class of 2012 suggests that one of the major contributing factors   to student success was the ability to affect the time students   spend outside of the classroom.


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