Chemical Education Projects

Studies of the Flipped Classroom in General Chemistry

We have recently engaged in studies of the flipped classroom in general chemistry courses.  In our approach, lecture content is pushed outside of the classroom in tFigure 2 r1he form of short videos paired with online homework sets.  Students meet with the instructor face-to-face once per week in a small group (<30) discussion, where the content is written on a “just-in-time” basis by viewing homework performance and student questions posted to the online discussion board.  Our parallel controlled study of the flipped classroom in a second-term general chemistry course found a difference in performance only for the bottom third of students, as identified either by pre-test score or prior class ranking, where improvement in the flipped classroom was seen across all five exams.  This was reflected in a marked (55%) decrease in the DFW rate.(1)  More recently, we have examined approaches for scaling up the course size by running discussion sections in parallel.(2)

  1.  Michael D. Ryan* and Scott A. Reid*, “Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry”, J. Chem. Ed. 2016, 93, 13-23.
  2. Scott A. Reid*, “A Flipped Classroom Redesign in General Chemistry”, Chem. Ed. Res. Pract. 2016, doi:10.1039/C6RP00129G.