Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate

Autor/inn/en	Riedl, Ann; Yeung, Fan; Burke, Tina
Titel	Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate
Quelle	In: CBE - Life Sciences Education, 20 (2021) 2, Artikel 30 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-07-0156
Schlagwörter	Flipped Classroom; Teaching Methods; Active Learning; Biology; Science Instruction; Majors (Students); Community Colleges; Introductory Courses; College Faculty; Two Year College Students; Science Tests; Comparative Analysis; Instructional Effectiveness; Grades (Scholastic); Learning Processes; Graduation Rate; Factor Analysis; Student Characteristics; Colorado + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community college; Community College; Einführungskurs; Fakultät; Unterrichtserfolg; Notenspiegel; Learning process; Lernprozess; Faktorenanalyse
Abstract	Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, suburban community college by designing and implementing a flipped active-learning model in the course. Our study included 33 sections of general biology class, 16 instructors, and ~800 students. Students in active-learning sections performed significantly higher on common exam questions than their peers in traditional sections with primarily didactic pedagogy. Although students from the active-learning sections had similar pass rates and grade distributions, they passed subsequent biology courses with significantly higher grades. The 3-year graduation rate for students from active-learning sections was also significantly higher. These findings suggest that a flipped active-learning pedagogy is more effective than traditional didactic methods for teaching general biology concepts and that the improvement in student learning may lead to higher graduation rates. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01