Student perspectives on a flipped OB course at course ......Student perspectives on a flipped OB course at course completion and 2-3 years later Doug Schirch BCCE July 2018. Chem 103,

Student perspectives on a

flipped OB course

at course completion

and 2-3 years later

Doug Schirch

BCCE July 2018

Chem 103, Chemistry & Health:

survey of organic and biochemistry

for 1st-year nursing students, 27-44 students

Changing student demographics:In past 14 years the mix of students has

been evolving to include:

• more 1st-generation college students

• more commuter students

Has meant more students struggling

Goals for flipping my OB course:

• Fewer students finish with DFW grades

• Overall class learning doesn’t decrease

• Student approval

• After course students will be

• better prepared to succeed in other courses

• more likely to graduate.

June 2014 conference in Denver:

my introduction to “flipping” a course.

Goals for flipping my OB course:

• Fewer students finish with DFW grades

• Overall class learning doesn’t decrease

• Student approval

• After course students will be

• better prepared to succeed in other courses

• more likely to graduate.

√√

√

June 2014 conference in Denver:

my introduction to “flipping” a course.

Use of classroom time1. Answer questions. Announcements (1-2 min.)

2. Check pre-class preparation

• Check their notes on assigned videos. Done during

their group problem-solving. (~5-10 sec.)

• Mon & Fri: “Memorization quiz” on content for that

day (~5 min.)

3. Group work, with expert assistance (~40 min.)

• 2015: Assigned end-of-chapter homework

• 2016: My worksheets (HW + more problems)

• 2018: Revised worksheets: in-class + post-class

4. Testing: Wed. quiz on past 3 sessions. (~10 min.)

Trend in DFW grades

0%

15%

30%

45%

`08 `09 `10 `11 `12 `13 `14 `15 `16 `17 `18

% o

f C

lass

Year

W

F

D/D+

X

Traditional Flipped

Students with DFW Grades Each Year

Trend in DFW grades

0%

15%

30%

45%

`08 `09 `10 `11 `12 `13 `14 `15 `16 `17 `18

% o

f C

lass

Year

W

F

D/D+

X

Traditional Flipped

Students with DFW Grades Each Year

Began Study Groups

Class performance after flipping

1070 10641075

1003

1087

993984

10141000

1040

40.0

45.0

50.0

55.0

60.0

65.0

70.0

75.0

Sp08 SP09 Sp10 Sp11 Sp12 Sp13 Sp14 Sp15 Sp16 Sp18

800

850

900

950

1000

1050

1100

1150

Med

ian

AC

S Fi

nal

Exa

m

Semester

Ave

. SAT

*

Ave SAT Scores Mean ACS Final

Flipped

* ~25% of class has no SAT/ACT* ~25% of class has no SAT/ACT

1070 10641075

1003

1087

993984

10141000

1040

40.0

45.0

50.0

55.0

60.0

65.0

70.0

75.0

Sp08 SP09 Sp10 Sp11 Sp12 Sp13 Sp14 Sp15 Sp16 Sp18

800

850

900

950

1000

1050

1100

1150

Med

ian

AC

S Fi

nal

Exa

m

Semester

Ave

. SAT

*

Ave SAT Scores Mean ACS Final

Flipped

* ~25% of class has no SAT/ACT

Class performance after flipping

End-of-course SurveyAverage weekly time spent on course outside of class

2013 2015 2016 2018

Class average 5.9 hrs 9.1 hrs 10.1 hrs 7.8 hrs

Class median 5.0 hrs 8.0 hrs 8.8 hrs 7.0 hrs

Ave. of 5 lowest resp. 2.1 hrs 4.5 hrs 4.2 hrs 3.0 hrs

How often did you rewatch lecture videos?

“Of every 10 videos I watched, I would rewatch on average …

None 1 of the videos

2 videos

3-5 videos

6 or more

Responses (n=97 of 102 students, 2015, ‘16, ‘18)

25%(24)

22%(21)

32% (31)

13% (13)

8% (8)

75%21%

Survey: Preferred Course Flipped?“… I preferredthe switch, having videos of the lectures and doing homework in class.”

Stronglydisagree Disagree Neutral Agree

Strongly Agree

AVERAGE[Scale =

1-5]

2015 (n=24 of 26 students)

17%(4)

4%(1)

17% (4)

13% (3)

50% (12)

3.8

2016(n=41 of 42) 2%(1)

7%(3)

5% (2)

12% (5)

73% (30)

4.5

2018(n=32 of 34) 3%(1)

3%(1)

9% (3)

25% (8)

59% (19)

4.3

Improved Study Skills for future?“… I improved my skills for studying and learning in ways that I think help me with other courses.”


Strongly

Agree

AVERAGE[Scale = 1-

5]

2015 (n=24 of 26 students)

8%(2)

- 8%(2)

46% (11)

38%(9)

4.0

2016 (n=41 of 42)

- 2%(1)

17%(7)

29% (12)

51%(21)

4.3

2018 (n=32 of 34)

- 6%(2)

22%(7)

44% (14)

28%(9)

3.9

Overall Course Evaluation

“Overall, I rate this course as excellent.”


Strongly Agree

AVERAGE[Scale =

1-5]

2013 (26) - 4% 27% 35% 35% 4.0

2014 (23) - 4% 43% 17% 35% 3.8

2015 (24) - - 8% 38% 54% 4.5

2016 (41) - 7% 20% 15% 59% 4.2

2016 (41) 6% - 6% 19% 69% 4.4

2018 Survey of ‘15 & ‘16 Students

1. Did the course help you

– adjust to the increased workloads of college

courses?

– with new study strategies?

• and did they help you in later courses?

2. Other comments?

3. Grade in course? Current major?

Response rate: 27-31 of 67 students (40-46%)

2018 survey of ‘15 & ‘16 students

Stronglydisagree

Disagree Neitheragree nordisagree

Agree Stronglyagree

0%

25%

50%

Did the course help you adjust to the

increased workloads of college courses,

compared to the workloads for courses in

high school?


Stronglydisagree

Disagree Neitheragree nordisagree

Agree Stronglyagree

0%

20%

40%

60%

Did the course help you with new study

strategies that you hadn’t used before?


Stronglydisagree

Disagree Neitheragreenor

disagree

Agree Stronglyagree

0%

25%

50%Aftercourse

2018: 2-3yrs later

Did any new study strategies help

you in other college courses?

Stronglydisagree


disagree

Agree Stronglyagree

0%

25%

50%Aftercourse

2018: 2-3yrs later


you in other college courses?Most from students no longer in nursing and/or got grade <A


Stronglydisagree


disagree

Agree Stronglyagree

0%

25%

50%Aftercourse

2018: 2-3yrs later




Stronglydisagree


disagree

Agree Stronglyagree

0%

25%

50%Aftercourse

2018: 2-3yrs later



7 of 10 comments

mention

memorizing/rewriting

notes.


Summary of most frequent student comments

Type of comment Freq.

Class practice and/or study groups helpful 8

Lectures as videos helpful 7


Summary of most frequent student comments

Type of comment Freq.

Memorization quizzes helpful 8

Class practice and/or study groups helpful 8

Lectures as videos helpful 7

Helped with time management 4

Was a lot of work, but worth it 3

Appreciated instructor made sure notes taken 3

Was skeptical at first, but worked 2


Motivation for memorization quizzes

What we’ve learned from cognitive

psychology about faulty study

techniques favored by students, versus

techniques proven effective.

• “Fluency illusions.” Rereading

notes doesn’t work, and deceives

students about what they “know.”

• What works: frequent retrieval

practice.

– Also: Cornell note-taking method. Includes: cover your

notes and give as much as you can from memory.

Motivation for memorization quizzes

Rationale:

• Rote memorization not end goal.

• These a small part of final grade.

• But the higher-order thinking required for:

o naming organic compounds

o predicting reaction products

o answering questions about biochemical

processes

o etc.

can’t be done without having memorized

key info.

Sample “Memorization Quiz”• In class: each student gets blank paper and must reproduce this.• Posted on Moodle. Removes ‘guessing’ what will be tested.

Graded to force mastery:

Double ptsdeducted for errors.













No complaints!

Students more likely to graduate?


2009 – 2014(n = 188)

2015 – 2016(n = 69)

Dropped out or transferred within a year of course

26%

Had GPA <2.5 anddropped out

16%


2009 – 2014(n = 188)

2015 – 2016(n = 69)

Dropped out or transferred within a year of course

26% 29%

Had GPA <2.5 anddropped out

16% 13%

Recognition

– June 2014 conference

– Invitation for BCCE presentation

• Goshen College Faculty Development Funds

Questions?

email: [email protected]

Documents

Student perspectives on a flipped OB course at course ......Student perspectives on a flipped OB course at course completion and 2-3 years later Doug Schirch BCCE July 2018. Chem 103,