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This project introduces the idea of “flipped lecturing” to a group of second year students. The aim of flipped lecturing is to provide much of the “content delivery” of lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, etc. As well as development of the material, a formal evaluation is being conducted. Fifty-one students from year 2 Chemical Thermodynamics module took part in this study. Students were provided with online lectures in advance of their lectures. Along with each online lecture, students were given a handout to work through as they watched the video. Each week, a quiz was completed before each lecture, which allowed students to check their understanding and provided a grade for their continuous assessment mark. The evaluation is examining both the students’ usage of materials and their engagement in lectures. This involves analysis of access statistics along with an in-class cognitive engagement instrument. The latter is measured by “interrupting” students as they work through a problem and asking four short questions which are drawn from another study (Rotgans and Schmidt 2011), which aimed to examine how students were engaging with the materials in that moment. Results from this study, along with access data, quiz scores, and student comments, aim to build up a profile of how the flipped lecture works for middle stage undergraduate students.
Seery, Michael K., "SELF-CHEM: Student Engagement in Learning Through Flipped Chemistry Lectures" (2014). Teaching Fellowships. 39.