Saturday, March 19, 2016

social learning

Science | Flipping for higher exam scores
Active problem-solving in a collaborative environment leads to more effective learning than a traditional lecture. Weaver and Sturtevant report on a 3-year study of a flipped chemistry majors' sequence (lectures are watched outside of class and students participate in group problem-solving and whole-class discussions during scheduled class time). Results collected from standardized exams showed that the grades of students in the flipped class were significantly higher than those of students in the traditional class. Data collected on the student perspective stressed the importance of carefully planning how the course is taught and carried out, as this will influence the effect it has on students. Overall, this study supports the idea that larger-enrollment courses can be taught using a flipped model.

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