In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course

Autor/inn/en	Christiansen, Michael A.; Lambert, Alyssia M.; Nadelson, Louis S.; Dupree, Kami M.; Kingsford, Trish A.
Titel	In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course
Quelle	In: Journal of Chemical Education, 94 (2017) 2, S.157-163 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christiansen, Michael A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00370
Schlagwörter	Science Instruction; Homework; Video Technology; Educational Technology; Technology Uses in Education; Organic Chemistry; Tests; Learner Engagement; Scores; Teaching Methods; College Science; Undergraduate Study; Cooperative Learning; Cognitive Processes; Memory; Statistical Analysis; Utah + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Organische Chemie; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Gedächtnis; Statistische Analyse
Abstract	We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students' average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open-book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01