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Enhancing the Student Learning Experience Through Lecture Flipping Jon Green (Biosciences) & Natalie Rowley (Chemistry) HEA STEM 2014.

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Presentation on theme: "Enhancing the Student Learning Experience Through Lecture Flipping Jon Green (Biosciences) & Natalie Rowley (Chemistry) HEA STEM 2014."— Presentation transcript:

1 Enhancing the Student Learning Experience Through Lecture Flipping Jon Green (Biosciences) & Natalie Rowley (Chemistry) HEA STEM 2014

2 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

3 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

4 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

5 Peer Instruction Brief lecture Concept Test: Students vote Correct Answer < 30% Correct Answer % Correct Answer > 70% Go over concept again Peer Instruction Students vote again Move on to next topic

6 Peer Instruction Brief lecture Concept Test: Students vote Correct Answer < 30% Correct Answer % Correct Answer > 70% Go over concept again Peer Instruction Students vote again Move on to next topic

7 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

8 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

9 What type of microscopy? A. Bright field microscopy B. Scanning microscopy C. Transmission microscopy D. Fluorescence microscopy

10 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

11 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

12 Results of “Peer Instruction” % correct answers-before% correct answers-after

13 MCQ test results - before & after the lecture flipping % % of students who improved 90 Mean mark (start) Mean mark (final)

14 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

15 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’

16 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’

17 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

18 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

19 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

20 Acknowledgements  University of Birmingham Centre for Learning and Academic Development for funding ( )  University of Birmingham STEM Education Centre for funding ( )


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