Intentional design and implementation of a “flipped” upper division geology course: Improving student learning outcomes, persistence, and attitudes

Abstract

Flipped instruction is not new and the literature is extensive with examples of flipped courses. However, there is a lack of studies with a structured, methodical approach to flipped design, implementation, and evaluation of its effectiveness. An upper division geology course was flipped to allow focus on higher-level concepts, especially problem-solving skills, by moving lower-level Bloom taxonomy tasks to out-of-class preparatory work. Intentional design and implementation of this flipped course was based in the literature, and included extensive communication with students. Evaluation of student learning outcomes, persistence, and attitudes between traditional and flipped classrooms were based on quantitative and qualitative evidence collected from a variety of sources, and included formative and summative assessments. Overall, preliminary results showed significant improvement across various metrics of measurement including quizzes, homework, exams, course grades, course evaluations, surveys, and interviews, and suggest the flipped classroom increased students’ learning, persistence, and attitudes toward the course. For example, the percent of students who withdrew or made a D or F in the course decreased from 44% in the traditional to 22% in the flipped course. Despite limitations, including a small sample size, the effectiveness of following specific design principles for flipping an upper division course is demonstrated by multiple lines of evidence, and indicates those considering changing to the flipped classroom need to carefully design and implement their course. This includes a well-designed course structure based on learning outcomes, regular communication with students about course design and expectations, and opportunities for students to provide anonymous feedback.

Keywords:

• Flipped instruction
• hydrogeology
• active learning
• persistence
• student success

Acknowledgements

Thanks to Dr. Gray Kane for introductions to flipped classroom literature, guidance throughout the process of flipping this course, and the car driving metaphor. Colleagues and mentors, especially the organizers and participants in the On the Cutting Edge 2013 Workshop: Teaching Hydrogeology, Soils, and Low-T Geochemistry in the 21st Century who have shared their lecture and laboratory materials. Dr. Jack Deibert, Chair of the Department of Geosciences, for working through course-scheduling to allow for the flipped course to continue to meet each time it is taught for two days a week in three-hour blocks. The anonymous reviewers and journal editors for taking the time to provide helpful feedback, which greatly improved this manuscript.

Disclosure statement

No financial interest or benefit has arisen from the direct applications of this research.