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With large enrollments (about 200-350) of primarily non-majors, engaging students in the required introductory materials science and engineering course at our university has been a longstanding challenge. In moving to the virtual format in the fall of 2020, we significantly adapted several aspects of the course, many of which have continued to the hybrid format in future semesters, with good results. The primary content was provided through asynchronous videos; this format allowed us to break content into digestible pieces. In particular, multiple mini-lectures and example videos were pre-recorded for each week, with a total viewing time per week somewhat less than the typical total class time. To provide real-time, structured interaction, one live virtual class session per week was held, centered on previously submitted student questions. Smaller teaching-assistant-led recitation sections also met live (virtually or in person), during which “clicker” questions were asked through TopHat. Assignments were also updated to take advantage of the virtual format. Multiple small assignments with lower stakes were due throughout the week: a reading/lecture quiz, a survey to submit questions, and a shortened homework assignment. Finally, we changed some content near the end of the course to allow students to connect the course to their own career aspirations, which we expect can aid in longterm retention. Specifically, students chose among several possible topics to cover in the final weeks, covered via typical pre-recorded lectures and reading, and also guest lectures. They wrote an abstract-length reflection on how they could use what they learned in this course later in their careers. Overall, students remained engaged with the course throughout the semester and provided favorable comments and evaluations of the course, including higher numerical evaluations of the course than in prior semesters.
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The refinement of flipped teaching implementation to include retrieval practice
There has been growing evidence that flipped teaching (FT) can increase student engagement. Traditional lecture-based teaching (TT) method was compared with FT and FT combined with retrieval practice (FTR) in a 400-level Exercise Physiology course over eight semesters. In the FT format, lecture content was assigned for students to prepare before class along with an online quiz. During class, the assigned content and quiz questions were reviewed, and a team-based learning (TBL) activity was conducted. Students found FT implementation three times a week (FT3) to be overwhelming, which led to reconfiguration of the FT design to minimize the quiz and TBL sessions to one per week. Subsequently, FT was combined with retrieval exercises (FTR), which involved recalling information, thus promoting retention. The students in the FTR format were given weekly quizzes in class, where no notes were allowed, which affected their quiz grade negatively compared with FT ( P < 0.0001). Again, no resources were permitted during FTR’s TBL sessions. When exam scores were compared with TT, student performance was significantly greater ( P < 0.001) with the FT and FTR methods, suggesting these methods are superior to TT. While both male and female students benefited from FT and FTR methods compared with TT ( P = 0.0008), male students benefited the most (( P = 0.0001). Similarly, when the exam scores were organized into upper and lower halves, both groups benefited from FT and FTR ( P < 0.0001) approaches. In conclusion, both FT and FTR methods benefit students more compared with TT, and male students are impacted the most.
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- Award ID(s):
- 1821664
- PAR ID:
- 10384676
- Date Published:
- Journal Name:
- Advances in Physiology Education
- Volume:
- 44
- Issue:
- 2
- ISSN:
- 1043-4046
- Page Range / eLocation ID:
- 131 to 137
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1152/advan.00143.2019
