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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
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
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
