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

2. Changing student demographics:
Chem 103, Chemistry & Health: survey of organic and biochemistry for 1st-year nursing students, 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

3. 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.

4. √ √ √ 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. √ √ √

5. Use of classroom time Answer questions. Announcements (1-2 min.)
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.)
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
Testing: Wed. quiz on past 3 sessions. (~10 min.)

6. Trend in DFW grades
Students with DFW Grades Each Year
Flipped

7. Trend in DFW grades Students with DFW Grades Each Year Flipped
Began Study Groups

8. Class performance after flipping
Flipped
* ~25% of class has no SAT/ACT
* ~25% of class has no SAT/ACT

9. Class performance after flipping
Flipped
* ~25% of class has no SAT/ACT

10. Average weekly time spent on course outside of class
End-of-course Survey
Average 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%

11. Survey: Preferred Course Flipped?
“… I preferred the switch, having videos of the lectures and doing homework in class.”
Strongly disagree
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% 7%
(3)
5% (2)
12% (5)
73% (30)
4.5
2018(n=32 of 34) 3%
9% (3)
25% (8)
59% (19)
4.3

12. Improved Study Skills for future?
“… I improved my skills for studying and learning in ways that I think help me with other courses.”
Strongly disagree
Disagree
Neutral
Agree
Strongly Agree
AVERAGE
[Scale = 1-5]
2015 (n=24 of 26 students) 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%
22%
44% (14)
28%
3.9

13. Overall Course Evaluation
“Overall, I rate this course as excellent.”
Strongly disagree
Disagree
Neutral
Agree
Strongly Agree
AVERAGE
[Scale = 1-5]
2013 (26) - 4%
27%
35%
4.0
2014 (23)
43%
17%
3.8
2015 (24) 8%
38%
54%
4.5
2016 (41) 7%
20%
15%
59%
4.2 6%
19%
69%
4.4

14. Response rate: 27-31 of 67 students (40-46%)
2018 Survey of ‘15 & ‘16 Students
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?
Other comments?
Grade in course? Current major?
Response rate: of 67 students (40-46%)

15. 2018 survey of ‘15 & ‘16 students

16. 2018 survey of ‘15 & ‘16 students

17. 2018 survey of ‘15 & ‘16 students

18. 2018 survey of ‘15 & ‘16 students
Most from students no longer in nursing and/or got grade <A

19. Did any new study strategies help you in other college courses?
2018 survey of ‘15 & ‘16 students
Did any new study strategies help you in other college courses?

20. 2018 survey of ‘15 & ‘16 students
7 of 10 comments mention memorizing/rewriting notes.

21. Summary of most frequent student comments
2018 survey of ‘15 & ‘16 students
Summary of most frequent student comments
Type of comment
Freq.
Class practice and/or study groups helpful 8
Lectures as videos helpful 7

22. Summary of most frequent student comments
2018 survey of ‘15 & ‘16 students
Summary of most frequent student comments
Type of comment
Freq.
Memorization quizzes helpful 8
Class practice and/or study groups helpful
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
Was skeptical at first, but worked 2

23. 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.

24. Motivation for memorization quizzes
Rationale:
Rote memorization not end goal.
These a small part of final grade.
But the higher-order thinking required for:
naming organic compounds
predicting reaction products
answering questions about biochemical processes
etc.
can’t be done without having memorized key info.

25. 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 pts deducted for errors.

26. 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 pts deducted for errors.

27. 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 pts deducted for errors.

28. 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 pts deducted for errors.

29. 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 pts deducted for errors.
No complaints!

32. Students more likely to graduate?

33. 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 and dropped out
16%

34. Students more likely to graduate?
2009 – 2014
(n = 188)
2015 – 2016
(n = 69)
Dropped out or transferred within a year of course
26%
29%
Had GPA <2.5 and dropped out
16%
13%

35. Recognition Goshen College Faculty Development Funds
June 2014 conference
Invitation for BCCE presentation
Goshen College Faculty Development Funds

36. Questions?