P291: Flipped Teaching in Organic Chemistry

Layne A. Morsch, PhDUniversity of Illinois Springfield

2014 Biennial Conference on Chemical Education Grand Valley State University, Allendale, MI

August 4, 2014

How Did I Get Here?

Fall 2013 Matt Stoltzfus– Best use of face time with students– What is the hardest thing you ask

students to do each week? When do they do it?

Danae Quirk-Dorr– Tips on implementing flipped teaching

Previous Classroom Style

Summer 2013 – Organic 1 – lecture format– Began incorporating technology into

lecture with ChemDraw for iPad and Flick-to-Share

Fall 2013 – Organic I – lecture format– Began use of electronic homework, ebook

– McGraw-Hill Connect and LearnSmart– ChemDraw with Flick-to-Share in class

Spring 2014 – Organic II – flipped format

– All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express

– Chapters broken down into multiple videos (length 3:08 to 10:43)• Total videos length 6:42:46• Average video length 7:04• Why?

Optimal Video Length

Guo, Philip J., Juho Kim, and Rob Rubin. "How video production affects student engagement: An empirical study of mooc videos." In Proceedings of the first ACM conference on Learning@ scale conference, pp. 41-50. ACM, 2014.

Summer 2014 – Organic I – flipped format

– All lectures recorded using Camtasia Studio, Bamboo tablet, microphone, Autodesk Sketchbook Express

– Chapters broken down into multiple videos (length 3:39 to 29:53)• Total videos length 8:48:26

Flipped Format cont.

Spring Quizzes embedded into each

video 10 points per chapter given for

correctly answering video questions (110/740 points)

In Class Problem Solving In-Class Problem Solving was the focus of the

majority of class time Many problems would be solved individually

followed by detailed solutions

Students would be given problems to solve, then were asked to explain the solution to their neighbor

Working Problems at Boards

Placed a problem on each board and asked students to come up to solve

Occasionally bribed them with candy if they attempted board problems

Spring/Summer classroom had 6 whiteboards surrounding room

Used ChemDraw for iPad and Flick-to-Share

ChemDraw for iPad with Flick-to-Share was used on occasional problems throughout class

Points given for trying “Flick” problems each day in class

Encouraged attendance

How does ChemDraw with Flick-to-Share work?

I use Flick-to-Share to create a class group

I can send Flicks to the whole class

They can work out the problem and flick the result back to me

Students that have iPads can Flick to each other while studying

Analysis of Classroom Data

0 10 20 30 40 50 600.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Percentage of Students Viewing Each Video for Flipped Organic Chemistry 2 Course Spring 2014 (n=40)

Video

Stu

den

ts V

iew

ed b

y d

ue

dat

e

0 10 20 30 40 50 600.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Percentage of Students Viewing Each Video for Flipped Organic Chemistry 2 Course Spring 2014 (n=40)

Video

Stu

den

ts V

iew

ed b

y d

ue

dat

e

Average 92.9%

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of Students Viewing Each Video for Flipped Organic Chemistry 1 Course Summer 2014 (n=18)

Video Number

Stud

ents

Vie

win

g Ea

ch V

ideo

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percentage of Students Viewing Each Video for Flipped Organic Chemistry 1 Course Summer 2014 (n=18)

Video Number

Stud

ents

Vie

win

g Ea

ch V

ideo

Average 95.9%

0 2 4 6 8 10 12 14 16 18 200.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Student Attendance in Flipped vs. Lecture Format Organic Chemistry Course (Fall 2013- Spring 2014)

FlippedLecture

Class Meeting (when Flick-to-Share was utilized)

Att

end

ance

0 2 4 6 8 10 12 14 16 18 200.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Student Attendance in Flipped vs. Lecture Format Organic Chemistry Course (Fall 2013- Spring 2014)

FlippedLecture

Class Meeting (when Flick-to-Share was utilized)

Att

end

ance

Lecture Avg. 94.0%

Flipped Avg. 87.0%

Improved Learning Environment

100% engagement in problem solving Students get more direction in problem solving

with many more examples Increased professor-student interaction

Points don’t seem to make a difference in participation

Students get a chance to teach each other

Difficulties

Some students do not like change Large time investment to begin (recording

and editing all the videos) Had to redefine my classroom preparation– Still working on this

Defining my expectations

Next Steps

Analyze learning gains Expand methods of engagement– All students will have iPads for Fall

Semester– Use Explain Everything to have

students create video vignettes

Acknowledgments Dr. Matt Stoltzfus, The Ohio State Univerity Dr. Danae Quirk-Dorr, Minnesota State University,

Mankato Chris Luker, Kent State University Kara McElwrath, UIS Assistant Director of Client Services Farokh Eslahi, UIS CIO UIS Scholarly Presentation Support Program

Questions?