FLIPPING A LECTURE CLASSROOM TO IMPROVE STUDENT ENGAGEMENT

Student engagement in the Volcanic Hazards class at California State University San Bernardino (CSUSB) during the Spring 2017 quarter was low, with some of the 100+ students being distracted by games/social media on their phones during lecture. Many students only attended class when there was an exam, with attendance averaging 30-50%. Disengaged students typically completed the necessary coursework but did not apply knowledge gained during the course to situations beyond what was required, such as being able to explain aspects of a current eruption. To improve student engagement, a flipped classroom was used during the 2017-18 academic year. This technique requires students watch videos and read websites for homework and then uses class time to complete problem-based learning activities. Success of flipping the classroom was evaluated using three categories: student performance, instructor satisfaction and student satisfaction. Student performance improved overall with course scores increasing 4% when compared to lecture style teaching. Students also answered more in-depth problems during class activities and exams, shifting away from multiple choice questions. Attendance during class meetings also improved to 90%. Instructor satisfaction was improved overall with the increased initial workload being offset by guiding students with problem solving. Student satisfaction was assessed with a survey at the end of the quarter, with 53% of students stating that they prefer the flipped classroom versus 20% of students who preferred traditional lectures. With these results, the flipped classroom method will continue to be used for the Volcanic Hazards class for the 2018-19 academic year. Other courses at CSUSB may also employ a flipped classroom and will evaluate their performance as well.