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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
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
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