use of the inverted “flipped” classroom to enhance active learning in general biology teaching...
TRANSCRIPT
Use of the inverted “flipped” classroom to enhance active learning in General Biology teaching at NU
Drs. Ana Barral & Veronica Ardi
Flipped (inverted) classroom
Pre-recorded lectures (learning videos)
Students read textbook and review learning videos before coming to class
In class, 15-20 minute lectures, short multi-media materials, & learning activities
Active learning in classDebates & DiscussionDemos & in class materialsProcess of “doing things”
Research Problem
Introductory biology students have difficulty applying basic biological concepts to more complex problems and tend to rely on memorization, which in turn affects their learning and class performance resulting in higher attrition.
General Biology : BIO161 1st of 3 GenBio coursesMainly Biology & Radiation Therapy Majors
Teaching Project
Will using a flipped classroom enhance student learning in general biology?
Students may better grasp the fundamental concepts in chemistry and biochemistry, and cell structure and functions by reviewing learning videos outside the classroom and performing active learning in the classroom.
Teaching Project – General Bio.
Specific LOs being tested in General Biology:
Describe fundamental concepts in chemistry and biochemistryProperties of water, important organic
molecules, acids and bases.
Explain cell structure and function, and the difference between prokaryotes and eukaryotes.
Traditional vs. Inverted classrooms
Traditional (control) lecture classroom
Inverted (pilot) classroom – used videos available in NU Library & Internet
Inverted (flipped) classroom – learning videos made by us -> focus on the learning objectivesPlaced in Media Space / KalturaLinked to eCompanion
Learning Videos
Annotating lecture materialiPadDoceri
Camtasia for recording the lecture
Learning Video Playlist
Learning Video stored in Kaltura
Percent of students that reviewed the learning videos
11%
44%
39%
6%
43%
43%
14%
0 1-2 3-5 5+
Pilot classroom Flipped classroom
In class Active Learning
8 major themes in biology on several large poster paper
Students write examples to major themes
Scientific Method exercise after reviewing the steps of the methodGroup work
pH demo
Molecular model boxes
In class Active Learning
Diffusion Agar
Dialysis tube for diffusion
WorksheetsCell structure & function
Measurements
Pre- & post-questions to measure student learning
Survey to measure student’s perception of learning
Students in inverted classes performed better than those in
traditional classesPre-questions Post-questions
Control Inverted0
20
40
60
80
100
Pre-Q
Classroom type
Co
rre
ct
An
sw
er
(%
)
Control Inverted0
20
40
60
80
100
Pre-Q
Classroom type
Co
rre
ct
An
sw
er
(%
)
*: unpaired t-test, p< 0.05*: unpaired t-test, p< 0.05
Learning Retention in Inverted classroom
Student survey: for understanding of the material, how useful were the…?
N=32
Conclusions
1. Enhanced student learning in flipped classroom (as assessed by pre- and post-questions when compared to a non-flipped course).
2. There was no significant difference between overall post question scores between the pilot and the flipped courses.
3. Students appeared to have retained the information, but more data are required.
Conclusions
4. Differences in retention expressed as post/pre score were observed at the question level.
5. Students perceived the videos and the activities as useful for their learning according to student surveys.
6. Most of the students watched the videos more than one time, both per self-reporting and video channel analytics.
Beyond flipping…
How do active learning approaches in the context of a flipped Majors general biology class help students to apply basic biological concepts?
Next steps:Align in-class activities to specific conceptsOpen ended, higher Bloom level questions for
post-assessmentQualitative methods
Qualitative methods
To “go inside students’ head”
“Think aloud” interviews:Students are given a biology problem to solve
(requiring critical thinking) and asked to say what are they thinking while solving it.
The interviews are recorded.Material will be coded openly and theory-driven
(looking for clues of application of concepts)
Biology Scholars Residency Program
Program sponsored by the American Society of Microbiology
Promotes biology education scholarship
3 types: assessment, research, and transition
Not only for microbiologists!
Ana Barral 2015 Research Scholar (flipped classroom project)
http://www.biologyscholars.org/
Acknowledgments
Dr. Carol Richardson (COLS)
Dr. Charles Tatum
Romeo Lorenzo
Instructors William Fleming & Nima Salimi
Biology Scholars team, especially Dr. Miriam Segura-Totten & Dr. Stephanie Gardner