Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

Autor/inn/en	Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.
Titel	Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not
Quelle	In: Journal of Chemical Education, 94 (2017) 10, S.1406-1414 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rau, Martina A.) ORCID (Moore, John W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00240
Schlagwörter	Active Learning; Classroom Techniques; Quasiexperimental Design; Undergraduate Students; Instructional Innovation; Instructional Effectiveness; Teaching Methods; Student Attitudes; Intermode Differences; Cooperative Learning; Learning Theories; Chemistry; Blended Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; Klassenführung; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kooperatives Lernen; Learning theory; Lerntheorie; Chemie
Abstract	Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of both. To date, it is unclear whether active learning is more effective if it combines collaboration support with flipped classroom methods. We conducted a quasi-experiment as part of an advanced general chemistry course with 413 undergraduate students. We tested whether active learning is more effective than traditional instruction if it includes collaboration support only or a combination of collaboration support and flipped classrooms. Further, we explored effects on students' attitude. Our results show that only the combination of collaboration support and flipped classroom methods led to significantly higher learning outcomes than traditional instruction. Furthermore, our results reveal potential negative effects of active learning interventions on student attitudes. (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