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The View from a Flipped Classroom: Improved Student Success and Subject Mastery in Organic Chemistry
Abstract
Flipped classroom pedagogy is one that is applicable for a multitude of disciplines and for course enrollments of various sizes. The focus of this chapter is to demonstrate the pedagogical effectiveness of flipping by describing the methodologies and assignments used in a flipped Organic Chemistry I course and by assessing the performance and experiences of students in a flipped course in comparison to those in a not flipped control section. Historical data and learning outcomes of students in not flipped courses is discussed as indicators of why the flipped pedagogy was implemented. Both quantitative and qualitative data are analyzed, along with the challenges and best practices for flipping. The findings have useful implications for educators interested in flipping their own classrooms, as well as for the researchers and administrators who support them.
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