Large Scale “Flipped Classroom” Course Transformation

Introduction

Many college graduates can recall their early experiences sitting in college math classes; typically, these are lectures held in large lecture halls twice a week, with smaller recitation groups offered once a week. Due to the sheer size of the lecture hall, direct instruction is often used as the primary mode of instruction as it is economical and practical. However, recent studies affirm that hands-on, active learning methodologies significantly enhance STEM students' comprehension (Algarni, 2018; Bredow et al., 2021; Freeman et al., 2014). Active learning transcends traditional teaching methods by engaging students in interactive classroom activities rather than solely relying on passive instruction, fostering collaborative learning environments and critical thinking skills (Prince, 2020; Michaelsen et al., 2020). Active learning methodologies encompass a spectrum of approaches, including problem-based learning, peer instruction, and flipped classrooms, effectively enhancing student engagement and knowledge retention (Eddy & Hogan, 2020; Michaelsen et al., 2020; Prince, 2004). In their landmark meta-analysis of 225 studies, Freeman et al. (2014) determined that active learning approaches in undergraduate STEM courses increase students’ exam performance by at least half a letter grade. In addition, courses taught using active learning typically had a 45% lower failure rate than lecture-based equivalents (Freeman et al., 2014). Theobald et al. (2020) later followed up on this work and determined that the use of active learning strategies in higher education reduced achievement gaps in exam-based courses by 33% and narrowed passing rates by 45%

Given the evidence for the efficacy of active learning-based approaches, it should be no surprise that instructors often look to incorporate these elements into their courses. Effectively managing large classes while fostering active student engagement requires strategic adjustments in the timing and content of lectures. Repurposing the traditional lecture format and restructuring class activities are effective initial strategies. This concept of inverting, or flipping what happens where, is not novel: instructors have long encouraged students to review textbook chapters, journal articles, or PowerPoints before attending college classes. As technology advanced in the 2000s, flipped classroom layouts included videos as part of the pre-class work. In both scenarios, ensuring students completed the pre-class work while designing meaningful experiences for in-person sessions has always been challenging for educators (Bergman & Sams, 2012). The need to investigate coherence between live and online elements emerged as online components entered the flipped classroom picture.