Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution

References

• Akinoglu, O., & Tandogan, R. O. (2007). The effects of problembased active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81.
   Google Scholar
• Baker, J. W. (2000, April). The ‘classroom flip’: Using web course management tools to become the guide by the side. Paper presented at the 11th International Conference on College Teaching and Learning, Florida Community College at Jacksonville, Jacksonville, FL.
   Google Scholar
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
   Google Scholar
• Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63, 873-878.
   Web of Science ®Google Scholar
• Bodner, G. M. (2007). The role of theoretical frameworks in chemistry education research. In G. M. Bodner & M. Orgill (Eds.), Theoretical frameworks for research in chemistry/science education (pp. 2-26). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Bradley, A. Z., Ulrich, S. M., Jones, M., & Jones, S. M. (2002). Teaching the sophomore organic course without a lecture. Are you crazy? Journal of Chemical Education, 79, 514-519.
   Web of Science ®Google Scholar
• Bullard, L., Felder, R., & Raubenheimer, D. (2008, June). Effects of active learning on student performance and retention in chemical engineering. Paper presented at the Annual Conference of the American Society for Engineering Education, Pittsburgh, PA.
   Google Scholar
• Burkhalter, T. S. (1956). The highschool graduate’s preparedness for college chemistry. Journal of Chemical Education, 33, 406.
   Google Scholar
• Christiansen, M. A. (2014). Inverted teaching: Applying a new pedagogy to a university organic chemistry class. Journal of Chemical Education, 91, 1845-1850.
   Web of Science ®Google Scholar
• Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69, 970-977.
   Web of Science ®Google Scholar
• Ealy, J. B. (2013). Development and implementation of a first-semester hybrid organic chemistry course: Yielding advantages for educators and students. Journal of Chemical Education, 90, 303-307.
   Web of Science ®Google Scholar
• Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education, 13, 453-468.
   PubMed Web of Science ®Google Scholar
• Eichler, J. F., & Peeples, J. (2013). Online homework put to the test: A report on the impact of two online learning systems on student performance in general chemistry. Journal of Chemical Education, 90, 1137-1143.
   Web of Science ®Google Scholar
• Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education Research and Practice, 16, 179-186.
   Web of Science ®Google Scholar
• Flynn, A. B. (2015). Structure and evaluation of flipped chemistry courses: Organic & spectroscopy, large and small, first to third year, English and French. Chemistry Education Research and Practice, 16, 198-211.
   Web of Science ®Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, USA, 111, 8410-8415.
   PubMed Web of Science ®Google Scholar
• Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47, 109-114.
   PubMed Web of Science ®Google Scholar
• Glasersfeld, E. v. (1978). Radical constructivism and Piaget’s concept of knowledge. In F. B. Murray (Ed.), The impact of Piagetian theory (pp. 109-122). Baltimore MD: University Park Press.
   Google Scholar
• Hake, R. R. (1998). Interactiveengagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64-74.
   Web of Science ®Google Scholar
• Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055.
   Web of Science ®Google Scholar
• Herron, J. D., & Nurrenbern, S. C. (1999). Chemical education research: Improving chemistry learning. Journal of Chemical Education, 76, 1353-1363.
   Web of Science ®Google Scholar
• Hibbard, L., Sung, S., & Wells, B. (2015). Examining the effectiveness of a semi-self-paced flipped learning format in a college general chemistry sequence. Journal of Chemical Education, 93, 24-30.
   Web of Science ®Google Scholar
• Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258.
   Web of Science ®Google Scholar
• Jia, P., & Maloney, T. (2015). Using predictive modelling to identify students at risk of poor university outcomes. Higher Education, 70, 127-149.
   Web of Science ®Google Scholar
• Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31, 30-43.
   Web of Science ®Google Scholar
• Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76, 1066-1069.
   Web of Science ®Google Scholar
• Liberatore, M. W. (2011). Improved student achievement using personalized online homework for a course in material and energy balances. Chemical Engineering Education, 45, 184-190.
   Google Scholar
• Malik, K., Martinez, N., Romero, J., Schubel, S., & Janowicz, P A. (2014). Mixed-methods study of online and written organic chemistry homework. Journal of Chemical Education, 91, 1804-1809.
   Web of Science ®Google Scholar
• Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Miller, K., Lasry, N., Lukoff, B., Schell, J., & Mazur, E. (2014). Conceptual question response times in Peer Instruction classrooms. Physical Review Special Topics— Physics Education Research, 10(2), 020113.
   Google Scholar
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223-231.
   Web of Science ®Google Scholar
• Richards-Babb, M., Curtis, R., Georgieva, Z., & Penn, J. H. (2015). Student perceptions of online homework use for formative assessment of learning in organic chemistry. Journal of Chemical Education, 92, 1813-1819.
   PubMed Web of Science ®Google Scholar
• Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91, 1334-1339.
   Web of Science ®Google Scholar
• Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
   Google Scholar
• Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemistry Education Research and Practice, 14, 607-614.
   Web of Science ®Google Scholar
• Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11, 113-120.
   PubMed Web of Science ®Google Scholar
• Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports undergraduate chemistry laboratory learning. Chemistry Education Research and Practice, 15, 550-567.
   Web of Science ®Google Scholar
• U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Author.
   Google Scholar
• Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a flipped format general chemistry course. Journal of Chemical Education, 92, 1437-1448.
   Web of Science ®Google Scholar
• Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009, June). “Flipping” the classroom to explore active learning in a large undergraduate course. Paper presented at the American Society for Engineering Education Annual Conference and Exhibition, Austin, Texas.
   Google Scholar