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ERIC Number: EJ1123416
Record Type: Journal
Publication Date: 2016-Dec
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0021-9584
Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry
Robert, Jenay; Lewis, Scott E.; Oueini, Razanne; Mapugay, Andrea
Journal of Chemical Education, v93 n12 p1993-1998 Dec 2016
The research-based pedagogical strategy of flipped classes has been shown to be effective for increasing student achievement and retention in postsecondary chemistry classes. The purpose of flipped classes is to move content delivery (e.g., lecture) outside of the classroom, freeing more face-to-face time for active learning strategies. The opportunity to engage in active learning with students can be a challenge for instructors of large classes (more than 100 students). Furthermore, there has been little discussion in the chemical education literature to provide instructors with detailed descriptions of successful implementations of flipped classes combined with active learning in large classes. To this end, this report provides a comprehensive description and evaluation of a coordinated implementation of flipped classes with peer-led team learning (PLTL) for second-semester general chemistry with class sizes greater than 200 students. This approach is described as "Flipped PLTL." This report includes details about creation of videos for flipped instruction, class structure, and the recruiting and training of peer leaders. The purpose of this paper is to provide an example of flipped classes with PLTL that can guide other instructors who wish to implement these pedagogies in large classes.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1432085