NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159575
Record Type: Journal
Publication Date: 2017-Oct
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0021-9584
Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not
Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.
Journal of Chemical Education, v94 n10 p1406-1414 Oct 2017
Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of both. To date, it is unclear whether active learning is more effective if it combines collaboration support with flipped classroom methods. We conducted a quasi-experiment as part of an advanced general chemistry course with 413 undergraduate students. We tested whether active learning is more effective than traditional instruction if it includes collaboration support only or a combination of collaboration support and flipped classrooms. Further, we explored effects on students' attitude. Our results show that only the combination of collaboration support and flipped classroom methods led to significantly higher learning outcomes than traditional instruction. Furthermore, our results reveal potential negative effects of active learning interventions on student attitudes.
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 - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A