Use of the inverted “flipped” classroom to enhance active learning in General Biology teaching at NU Drs. Ana Barral & Veronica Ardi.

Use of the inverted “flipped” classroom to enhance active learning in General Biology teaching at NU

Drs. Ana Barral & Veronica Ardi

Flipped (inverted) classroom

Pre-recorded lectures (learning videos)

Students read textbook and review learning videos before coming to class

In class, 15-20 minute lectures, short multi-media materials, & learning activities

Active learning in classDebates & DiscussionDemos & in class materialsProcess of “doing things”

Research Problem

Introductory biology students have difficulty applying basic biological concepts to more complex problems and tend to rely on memorization, which in turn affects their learning and class performance resulting in higher attrition.

General Biology : BIO161 1st of 3 GenBio coursesMainly Biology & Radiation Therapy Majors

Teaching Project

Will using a flipped classroom enhance student learning in general biology?

Students may better grasp the fundamental concepts in chemistry and biochemistry, and cell structure and functions by reviewing learning videos outside the classroom and performing active learning in the classroom.

Teaching Project – General Bio.

Specific LOs being tested in General Biology:

Describe fundamental concepts in chemistry and biochemistryProperties of water, important organic

molecules, acids and bases.

Explain cell structure and function, and the difference between prokaryotes and eukaryotes.

Traditional vs. Inverted classrooms

Traditional (control) lecture classroom

Inverted (pilot) classroom – used videos available in NU Library & Internet

Inverted (flipped) classroom – learning videos made by us -> focus on the learning objectivesPlaced in Media Space / KalturaLinked to eCompanion

Learning Videos

Annotating lecture materialiPadDoceri

Camtasia for recording the lecture

Learning Video Playlist

Learning Video stored in Kaltura

Percent of students that reviewed the learning videos

11%

44%

39%

6%

43%

43%

14%

0 1-2 3-5 5+

Pilot classroom Flipped classroom

In class Active Learning

8 major themes in biology on several large poster paper

Students write examples to major themes

Scientific Method exercise after reviewing the steps of the methodGroup work

pH demo

Molecular model boxes

In class Active Learning

Diffusion Agar

Dialysis tube for diffusion

WorksheetsCell structure & function

Measurements

Pre- & post-questions to measure student learning

Survey to measure student’s perception of learning

Students in inverted classes performed better than those in

traditional classesPre-questions Post-questions

Control Inverted0

20

40

60

80

100

Pre-Q

Classroom type

Co

rre

ct

An

sw

er

(%

)

Control Inverted0

20

40

60

80

100

Pre-Q

Classroom type

Co

rre

ct

An

sw

er

(%

)

*: unpaired t-test, p< 0.05*: unpaired t-test, p< 0.05

Learning Retention in Inverted classroom

Student survey: for understanding of the material, how useful were the…?

N=32

Conclusions

1. Enhanced student learning in flipped classroom (as assessed by pre- and post-questions when compared to a non-flipped course).

2. There was no significant difference between overall post question scores between the pilot and the flipped courses.

3. Students appeared to have retained the information, but more data are required.

Conclusions

4. Differences in retention expressed as post/pre score were observed at the question level.

5. Students perceived the videos and the activities as useful for their learning according to student surveys.

6. Most of the students watched the videos more than one time, both per self-reporting and video channel analytics.

Beyond flipping…

How do active learning approaches in the context of a flipped Majors general biology class help students to apply basic biological concepts?

Next steps:Align in-class activities to specific conceptsOpen ended, higher Bloom level questions for

post-assessmentQualitative methods

Qualitative methods

To “go inside students’ head”

“Think aloud” interviews:Students are given a biology problem to solve

(requiring critical thinking) and asked to say what are they thinking while solving it.

The interviews are recorded.Material will be coded openly and theory-driven

(looking for clues of application of concepts)

Biology Scholars Residency Program

Program sponsored by the American Society of Microbiology

Promotes biology education scholarship

3 types: assessment, research, and transition

Not only for microbiologists!

Ana Barral 2015 Research Scholar (flipped classroom project)

http://www.biologyscholars.org/

Acknowledgments

Dr. Carol Richardson (COLS)

Dr. Charles Tatum

Romeo Lorenzo

Instructors William Fleming & Nima Salimi

Biology Scholars team, especially Dr. Miriam Segura-Totten & Dr. Stephanie Gardner