ERIC Number: EJ1133413
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Reference Count: 44
In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course
Christiansen, Michael A.; Lambert, Alyssia M.; Nadelson, Louis S.; Dupree, Kami M.; Kingsford, Trish A.
Journal of Chemical Education, v94 n2 p157-163 Feb 2017
We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students' average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open-book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations.
Descriptors: Science Instruction, Homework, Video Technology, Educational Technology, Technology Uses in Education, Organic Chemistry, Tests, Learner Engagement, Scores, Teaching Methods, College Science, Undergraduate Study, Cooperative Learning, Cognitive Processes, Memory, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Utah