It's not about seat time: Blending,flipping, and efficiency in active learning classrooms |
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Affiliation: | 1. University of Sydney, Sydney Nursing School, Level A4. Room 7, 88 Mallett St M02, NSW 2006, Australia;2. University of Tasmania, Faculty of Health, Centre for Rural Health, Locked Bag, 1322, Newnham Drive, Launceston, Tasmania 7250, Australia;3. University of Tasmania, Faculty of Health, School of Health Sciences, Corner of Church and Glover Street, Lilyfield, Locked Bag, 5052, Alexandria, NSW, Australia |
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Abstract: | This study examines the effect of reducing the seat time of a large lecture chemistry class by two-thirds and conducting it in an active learning classroom rather than a traditional amphitheater. To account for the reduced lecture, didactic content was recorded and posted online for viewing outside of the classroom. A second experimental section, also in a blended and flipped format, was examined the following semester as a replication. To measure student subject-matter learning, we used a standardized multiple-choice exam, and to measure student perceptions of the classroom, we used a validated survey instrument. Our findings demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom. Concurrently, student perceptions of the learning environment were improved. This suggests that pedagogically speaking, active learning classrooms, though they seat fewer students per square foot, are actually a more efficient use of physical space. |
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Keywords: | Learning spaces Blended learning Flipped classroom Active learning Engagement |
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