Abstract
The flipped classroom has the potential to improve student performance. Because flipping involves both preclass preparation and problem solving in the classroom, the means by which increased learning occurs and whether the method of delivering content matters is of interest. In a partially flipped cell biology course, students were assigned online videos before the flipped class and textbook reading before lectures. Low-stakes assessments were used to incentivize both types of preclass preparation. We hypothesized that more students would watch the videos than read the textbook and that both types of preparation would positively affect exam performance. A multiple linear regression analysis showed that both reading and video viewing had a significant positive impact on exam score, and this model was predictive of exam scores. In contrast to our expectations, most students prepared by both watching videos and reading the textbook and did not exhibit a pattern of solely watching videos. This analysis supports previous findings that engagement with material outside class is partly responsible for the improved outcomes in a flipped classroom and shows that both reading and watching videos are effective at delivering content outside class.
Recommended Citation
K. Bassett et al., "Student Preclass Preparation by Both Reading the Textbook and Watching Videos Online Improves Exam Performance in a Partially Flipped Course," CBE Life Sciences Education, vol. 19, no. 3, pp. 1 - 9, American Society for Cell Biology, Sep 2020.
The definitive version is available at https://doi.org/10.1187/cbe.19-05-0094
Department(s)
Mathematics and Statistics
Second Department
Biological Sciences
Research Center/Lab(s)
Center for High Performance Computing Research
International Standard Serial Number (ISSN)
1931-7913
Document Type
Article - Journal
Document Version
Final Version
File Type
text
Language(s)
English
Rights
© 2020 The Authors, All rights reserved.
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Publication Date
01 Sep 2020
PubMed ID
32720842
Included in
Applied Statistics Commons, Biology Commons, Curriculum and Instruction Commons, Higher Education Commons
Comments
K.B.S. would like to acknowledge support from Missouri S&T EdTech office and staff for assistance with producing, editing, and closed-captioning of flipped video lectures. This effort was supported in part by multiple campus grants to support course redesign and educational research: eFellows Program grants from the Missouri S&T Provost office and Educational Technology, “Design of a ‘Flipped’ Cell Biology Course” and “Redevelopment and Enhancement of Cellular Biology,” an educational research mini-grant from Missouri S&T Center for Educational Research and Teaching Innovation (CERTI) “Do Flipped Lectures Increase Student Engagement with Course Material?,” and funding from Missouri S&T Center for Advancing Faculty Excellence (CAFE) for publishing results from past mini-grants award.