ENHANCING STUDENTS’ LEARNING BY …...ENHANCING STUDENTS’ LEARNING BY CONVERTING COURSES FROM A...

ENHANCING STUDENTS’ LEARNING

BY CONVERTING COURSES

FROM A CAMPUS-BASED TO A FLIPPED CLASSROOM FORMAT

Christophe Demazière, Christian Stöhr and Tom AdawiChalmers University of Technology

demaz@chalmers.se

INTRODUCTION

Move towards more student-centered active learning

Flipped classroom allowing “in-class” active learning activities

2 courses in applied physics flipped:

One in the traditionalsense

One in a non-traditionalsense

PEDAGOGICAL APPROACH

Incentives in flipping:

Revised Bloom’s taxonomyfor the cognitive domain (2001)

PEDAGOGICAL APPROACH

Incentives in flipping:

Low-order thinking skills

triggered in the

classroom in the

traditional model

Revised Bloom’s taxonomyfor the cognitive domain (2001)

PEDAGOGICAL APPROACH

Incentives in flipping:

Low-order thinking skills

triggered in the

classroom in the

traditional model

High-order thinking skills

triggered in the

classroom in the flipped

model

Revised Bloom’s taxonomyfor the cognitive domain (2001)

PEDAGOGICAL APPROACH

Pre-class activities (out-of-

class):

Reading the lecture notes

Watching the webcasts

Answering the quizzes

Sending possible

questions and feedback

to teachers

PEDAGOGICAL APPROACH

In-class activities:

Wrap-up sessions: brief

chapter summary,

quizzes, peer discussion,

additional questions

Tutorials

(Laboratory exercises)

PEDAGOGICAL APPROACH

Post-class activities (out-of-

class):

Discussion fora

Home assignments

(Lab reports)

PEDAGOGICAL APPROACH

• Individual work

Study of the lecture notes

• Individual work

•Asynchronous interactions with the teachers

Attendance of the webcasts

• Individual work

•Asynchronous interactions with the teachers

On-line quizzes

•Group attendance

• Peer-instruction

• Synchronous interactions with the teachers

Attendance of the wrap-up sessions

•Group attendance

• Peer-instruction

• Synchronous interactions with the teachers

Attendance of the tutorials

•Group or individual work

• Peer-instruction

•Asynchronous interactions with the teachers

Completion of the home assignments

1 week study cycle

PEDAGOGICAL APPROACH

In-class activities prepared

using Just-in-Time Teaching

(JiTT) and relying on:

Answers to the quizzes

PEDAGOGICAL APPROACH

In-class activities prepared

using Just-in-Time Teaching

(JiTT) and relying on:

Answers to the quizzes

Feedback from students

PEDAGOGICAL APPROACH

In-class activities prepared

using Just-in-Time Teaching

(JiTT) and relying on:

Answers to the quizzes

Feedback from students

Questions from students

PEDAGOGICAL APPROACH

IT tools used:

Learning Management

System: Ping-Pong

PEDAGOGICAL APPROACH

IT tools used:

Learning Management

System: Ping-Pong

Webcast recording and

broadcasting: Mediasite

PEDAGOGICAL APPROACH

IT tools used:

Learning Management

System: Ping-Pong

Webcast recording and

broadcasting: Mediasite

(Live sessions broadcasting

and recording: Adobe

Connect)

RESULTS:

ASYNCHRONOUS

INTERACTIONS

Questions sent to the

teachers:

High number of

asynchronous student-

teacher interactions

Interactions

demonstrating high-order

thinking skills triggered

Used for formative (and

summative) feedback

Important for JiTT

“Traditional” flipped

course

Web-based flipped

course

RESULTS:

ASYNCHRONOUS

INTERACTIONS

Answer to the quizzes:

Check that course

concepts are properly

understood

Analyse multiple attempts

to answer a given question

Difficult question?

Badly designed

question?

Students in difficulty?

Used for formative (and

summative) feedback

Important for JiTT

“Traditional” flipped course

Web-based flipped course

RESULTS:

ASYNCHRONOUS

INTERACTIONS

Webcast rating and

feedback:

Can be used for both

formative and summative

feedback

Very useful and extensive

qualitative information

available

Important for JiTT

“Traditional” flipped course

Web-based flipped course

RESULTS:

SYNCHRONOUS

INTERACTIONS

Flipping resulted in:

Much more engaged

students

Sessions focusing on the

student needs (thanks to

JiTT)

Discussions at a higher

level of understanding

DISCUSSION AND

CONCLUSIONS

Flipping resulted in:

Much more student-

centered pedagogy

Increased interactions

between students and

teachers

Higher levels of thinking

skills used

DISCUSSION AND

CONCLUSIONS

Flipping resulted in:

Much more student-

centered pedagogy

Increased interactions

between students and

teachers

Higher levels of thinking

skills used

Apparently better results at

the final exam

“Traditional” flipped course – before flipping

“Traditional” flipped course – after flipping

ENHANCING STUDENTS’ LEARNING

BY CONVERTING COURSES

FROM A CAMPUS-BASED TO A FLIPPED CLASSROOM FORMAT

Christophe Demazière, Christian Stöhr and Tom AdawiChalmers University of Technology

demaz@chalmers.se

FURTHER

DISCUSSION POINTS

Use of learning analytics for

formative and summative

feedback

IT system integration for

learning analytics

Web-based flipped format

suited to distant education

Development of a Multimedia

Meeting room (M3) at the

Department of Physics