Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

ABSTRACT

The flipped classroom is a teaching innovation in which instructional content is delivered out of the classroom, often via videos, and the class period is used for application of the course material. While the popularity of the flipped classroom is growing exponentially, its benefits have not been extensively studied. In this study we compared three semesters of an undergraduate Genetics course that was non-flipped, but included a significant amount of active learning, to three semesters of a flipped course with the same content. Student exam performance was not statistically different between the active non-flipped and the flipped courses, suggesting that the benefits of the flipped environment may be similar to those achieved via active learning. We also examined student attitudes toward the flipped classroom, and found 56% of students were satisfied, 39% were dissatisfied, and 5% were neutral toward the flipped classroom. Our survey revealed that the clearest defining characteristic of dissatisfied students was not a dislike of classroom active learning activities. Rather, dissatisfied students disproportionately disliked, and had difficulty learning the course material, from videos.

KEYWORDS:

• Active learning
• attitudes
• genetics
• flipped classroom
• undergraduate
• videos

Acknowledgments

We thank the University of Northern Colorado Flipped Learning Academy for professional development on the flipped classroom. We thank Nissa Yestness for input into the student survey.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplementary data can be accessed here.