A Flipped Classroom Approach and Digital Learning in an Undergraduate Molecular Biology Course

Autor/inn/en	Kakarougkas, Andreas; Abdellatif, Reham
Titel	A Flipped Classroom Approach and Digital Learning in an Undergraduate Molecular Biology Course
Quelle	In: Journal of College Science Teaching, 51 (2022) 3, S.43-50 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Flipped Classroom; Electronic Learning; Undergraduate Students; Molecular Biology; Student Attitudes; Learner Engagement; Foreign Countries; Instructional Effectiveness; Academic Achievement; Egypt (Cairo) + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Molekularbiologie; Schülerverhalten; Ausland; Unterrichtserfolg; Schulleistung
Abstract	Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-learning activities to take place in class. In this article, we investigate the application of this approach to an undergraduate molecular biology course. The instructional content was delivered using the MITx 7.28x Molecular Biology Series MOOC via the edX platform. Discussions, activities, group problem-solving, and quizzes were carried out in the classroom based on the instructional content covered online. To gain student feedback on the teaching approach, we performed a mid-semester focus group and a post-semester survey. Student interaction with the instructional content was collected via the edX platform's edX Insights feature. Completion of the instructional content and thorough class preparation are important prerequisites for FCA. Data from the edX platform showed a high completion rate of the instructional content, despite student feedback that completing the online content was too time consuming. Students indicated that the topics, materials, and instructor made the experience engaging, which motivated them to complete the assigned materials. Overall, our results indicate that this teaching modality engages students, promotes active learning, and aids information retention. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01