Daniel Wang | Flipped Learning

This case study examines how using the flipped learning classroom model provides opportunities to design, create and deliver courses which use active learning and engagement strategies to facilitate students’ teamwork, problem solving and critical thinking skills in a higher educational environment.


Case Study in Brief

Course: BIOL 250 (Biology: Genetics)

Instructor: Senior Lecturer Daniel Wang

Number of Students: 218

Semester: Spring 2014

Duration: Spring Semester

Purpose

The purpose of the online component is to deliver core information as a recorded lecture supplemented with readings.  Theses tutorials are transformed to accommodate active learning strategies which include problem-based learning and group discussions.This online component provides students the ability to learn at their own convenience and confirm knowledge attained through face-to-face discussions and exercises.

Key Benefits

  • Students have opportunities to confirm their understanding of content.
  • Using active learning pedagogies has helped support engagement, critical thinking, discussion and problem solving skills.
  • The model emphasizes flexible active learning.
  • Using online components is a way to align assessment, teaching and review for this integrated group-based learning approach, and allow for many levels of engagement.
  • Planning and posting lectures in advance means the lecturer is well prepared for class.

Drawback

  • Flipping the classroom initially requires time and effort to plan and redesign the curriculum, create online resources and design classroom activities, but these materials can be used again in future course iterations with minimal changes.

Technology

  • BlackBoard LMS
  • Kaltura Media
  • Powerpoint
  • Web Camera
  • Built in mic
  • Qualtrics – Exit Survey

Student Benefits

  • Students have opportunities to confirm their understanding of content.
  • Using active learning pedagogies has helped support engagement, critical thinking, discussion and problem solving skills.
  • The model emphasizes flexible active learning.
  • Using online components is a way to align assessment, teaching and review for this integrated group-based learning approach, and allow for many levels of engagement.
  • Planning and posting lectures in advance means the lecturer is well prepared for class.

Skills Utilized

  • Group Discussions
  • Students take full ownership in learning
  • Increase conceptual depth.

Target skills

  • Problem Based Learning
  • Identify and tackle misconceptions
  • Communication
  • Guided learning
  • Student rapport

Application to Other Courses

This case study illustrated can be applied to any course here at the University of Miami. A learning mode approach will make an even better impact on courses which rely heavily on students to engage in hands-on, practical activities or discuss key problems in detail.

Survey Results

Qualtrics Report PDF

Survey Format

The survey created used a likert scale ranging from strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. The questions focused on the online video lectures and used Bloom’s taxonomy terminology to obtain understanding in each of the levels of learning. For example, “my ability to identify or recall information reflecting on key concepts of the study topics has improved.” 

Sample Results

Student responses included: “I would watch the video lectures prior to attending class, which allowed me to better focus on learning the key concepts during class time, as I had already been familiarized.” “My process of thinking became much more analytical.” “The in-class discussions really helped motivate me to stay on track with the information, and look over the material or watch the video lectures ahead of time, so that I could effectively participate in class.

Instructor Perspective

Dr. Wang has found that using the flipped classroom model is a much more effective way of teaching than the traditional lecture-tutorial format—to date he has received “ positive comments from his students”. The online component provides a way to deliver core content for students at their convenience, and their knowledge of content can be confirmed during face-to-face discussions and exercises. Although there is an initial amount of work required to plan and prepare online and face-to-face components, these can be reused for future courses. “The implementation was surprisingly easy and smooth.” Data from quizzes indicated that attendance continuously hit over 80% for most lectures.

Dr. Wang YouTube Video

Video Link