Partial Flipping To Support Learning in Lectures

Read, David, Wilson, Thomas and Watts, Jonathan K (2016) Partial Flipping To Support Learning in Lectures. In, Muzyka, Jennifer and Luker, Christopher (eds.) The Flipped Classroom Volume 2: Results from Practice. (ACS Symposium Series, 2) washington, DC. ACS Publications, pp. 55-79. (doi:10.1021/bk-2016-1228.ch004).

Abstract

This chapter outlines and expands on content presented at the Biennial Conference on Chemical Education in 2014. The use of the flipped classroom model to develop understanding and to enhance subsequent in-lecture learning is discussed, with a focus on supporting incoming students in adapting to the demands of studying at a research-intensive university in the UK. ‘Partial flipping’, whereby part of a lecture is made available in video form prior to the scheduled session, has been employed to free-up time in class for more effective learning activities. Two case studies are described, including evidence regarding student engagement and their response to the interventions. The second study involves interactive pre-lecture videos which feature multiple-choice and open-answer questions. The latter approach provides valuable learning analytics to support the integration of just-in-time support into the framework of a lecture in order to meet the needs of students effectively and provide targeted, timely feedback.

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Contributors

Author: David Read

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