Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

Autor/inn/en	Robert, Jenay; Lewis, Scott E.; Oueini, Razanne; Mapugay, Andrea
Titel	Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry
Quelle	In: Journal of Chemical Education, 93 (2016) 12, S.1993-1998 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00395
Schlagwörter	Blended Learning; Science Education; Chemistry; College Freshmen; Active Learning; Learning Strategies; Large Group Instruction; Science Instruction; Program Evaluation; Cooperative Learning; Class Size; Multimedia Instruction; Research Universities; Multimedia Materials; Peer Teaching; Effect Size; Statistical Analysis + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Chemie; Studienanfänger; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Programme evaluation; Programmevaluation; Kooperatives Lernen; Klassengröße; Multimediales Lernen; Forschungseinrichtung; Peer group teaching; Peer Group Teaching; Statistische Analyse
Abstract	The research-based pedagogical strategy of flipped classes has been shown to be effective for increasing student achievement and retention in postsecondary chemistry classes. The purpose of flipped classes is to move content delivery (e.g., lecture) outside of the classroom, freeing more face-to-face time for active learning strategies. The opportunity to engage in active learning with students can be a challenge for instructors of large classes (more than 100 students). Furthermore, there has been little discussion in the chemical education literature to provide instructors with detailed descriptions of successful implementations of flipped classes combined with active learning in large classes. To this end, this report provides a comprehensive description and evaluation of a coordinated implementation of flipped classes with peer-led team learning (PLTL) for second-semester general chemistry with class sizes greater than 200 students. This approach is described as "Flipped PLTL." This report includes details about creation of videos for flipped instruction, class structure, and the recruiting and training of peer leaders. The purpose of this paper is to provide an example of flipped classes with PLTL that can guide other instructors who wish to implement these pedagogies in large classes. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01