ERIC Number: EJ1077257
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Flipped Learning in Higher Education Chemistry: Emerging Trends and Potential Directions
Seery, Michael K.
Chemistry Education Research and Practice, v16 n4 p758-768 Oct 2016
Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.
Descriptors: College Science, Chemistry, Science Instruction, Homework, Video Technology, Technology Uses in Education, Educational Methods, Student Attitudes, Teacher Attitudes, Literature Reviews, Lecture Method, Learning Activities, Surveys, College Students, College Faculty, Blended Learning
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A