STEPS AND MISSTEPS TO FLIPPING A CLASSROOM

Instructors are frequently encouraged to employ active learning pedagogical techniques and authentic assessments in classes so that students utilize more complex domains of learning (such as apply, analyze, evaluate, or discuss). An increasingly popular technique utilized to achieve these goals is to “flip” a traditional, lecture-style class. Flipped classes typically involve having the students learn new material outside of the classroom and work on activities or discussions reinforcing that material while in class. Effectively, traditional ‘lecture’ material is covered as homework and traditional ‘homework’ assignments are completed in the classroom.

In a flipped classroom, students must read new material and/or watch a prerecorded lecture video presentation prior to coming to class. In an ideal scenario, the student arrives in the classroom readily prepared to incorporate the new material into that day’s class activity. The instructor adopts a facilitator role to assist students when needed but allows students to work in groups as they complete activities. However, unprepared students in a flipped class are often confused and have trouble completing the class assignments. Unless the class size is small or the professor has teaching assistants, this confusion often leads to frustration and ultimately a general disinterest in the class material. Properly motivating students to complete the independent learning materials is vital to the success of a flipped classroom.

Here we examine student performance in several introductory geoscience flipped classes using different forms of student motivation for class preparedness. During these trials, students completed anonymous pre- and post-activity assessments for each topic. Results of statistical analyses indicate that classes with formal student motivation were more successful than those with little to no motivation. These results suggest that, while not a guaranteed success, “flipping” a classroom can provide an engaging learning atmosphere in introductory geoscience courses if properly implemented.