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Student comprehension of biochemistry in a flipped classroom format
Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning and participation, we employed a flipped fo...
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| Published in: | Smart learning environments 2024-12, Vol.11 (1), p.57-18, Article 57 |
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| container_title | Smart learning environments |
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| creator | Harris, Edward N. Schroder, Evan A. Berks, Teryn J. |
| description | Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning
and
participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture ( |
| doi_str_mv | 10.1186/s40561-024-00356-z |
| format | article |
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and
participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture (< 10%) for all students. In-class activities in both faculty preparation and execution were crucial to the success of the flipped format. Our conclusions are that the flipped pedagogy is better for the reinforcement of difficult concepts for struggling students (95% students in agreement) and merits higher participation than the traditional lecture. Two-way communication between instructor and students is encouraged and enhanced with in-class activities and case studies. Due to the success of this project and in agreement with ~ 75% of the students, the entire course will be flipped going forward.</description><identifier>ISSN: 2196-7091</identifier><identifier>EISSN: 2196-7091</identifier><identifier>DOI: 10.1186/s40561-024-00356-z</identifier><identifier>PMID: 39759585</identifier><language>eng</language><publisher>Singapore: Springer Nature Singapore</publisher><subject>Biochemistry ; Class Activities ; Classroom ; Colleges & universities ; Computers and Education ; Education ; Educational Assessment ; Flipped ; Format ; High Achievement ; Inverted ; Learning ; Lecture Method ; Low Achievement ; Science Curriculum ; Student Improvement ; Students ; Undergraduate</subject><ispartof>Smart learning environments, 2024-12, Vol.11 (1), p.57-18, Article 57</ispartof><rights>The Author(s) 2024</rights><rights>The Author(s) 2024.</rights><rights>Copyright Springer Nature B.V. Dec 2024</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c405t-4541ffafe2be95d7f5c17c8f9e87717ea816610bffa86fce0918f8b31c0060573</cites><orcidid>0000-0001-7045-1040</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/3140817393?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>314,777,781,21359,21375,25734,27905,27906,33592,33593,33858,33859,36993,36994,38497,43714,43861,43876,44571</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/39759585$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Harris, Edward N.</creatorcontrib><creatorcontrib>Schroder, Evan A.</creatorcontrib><creatorcontrib>Berks, Teryn J.</creatorcontrib><title>Student comprehension of biochemistry in a flipped classroom format</title><title>Smart learning environments</title><addtitle>Smart Learn. Environ</addtitle><addtitle>Smart Learn Environ</addtitle><description>Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning
and
participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture (< 10%) for all students. In-class activities in both faculty preparation and execution were crucial to the success of the flipped format. Our conclusions are that the flipped pedagogy is better for the reinforcement of difficult concepts for struggling students (95% students in agreement) and merits higher participation than the traditional lecture. Two-way communication between instructor and students is encouraged and enhanced with in-class activities and case studies. 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Schroder, Evan A. ; Berks, Teryn J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c405t-4541ffafe2be95d7f5c17c8f9e87717ea816610bffa86fce0918f8b31c0060573</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Biochemistry</topic><topic>Class Activities</topic><topic>Classroom</topic><topic>Colleges & universities</topic><topic>Computers and Education</topic><topic>Education</topic><topic>Educational Assessment</topic><topic>Flipped</topic><topic>Format</topic><topic>High Achievement</topic><topic>Inverted</topic><topic>Learning</topic><topic>Lecture Method</topic><topic>Low Achievement</topic><topic>Science Curriculum</topic><topic>Student Improvement</topic><topic>Students</topic><topic>Undergraduate</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Harris, Edward N.</creatorcontrib><creatorcontrib>Schroder, Evan A.</creatorcontrib><creatorcontrib>Berks, Teryn J.</creatorcontrib><collection>SpringerOpen</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Coronavirus Research Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Education Journals</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>Smart learning environments</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Harris, Edward N.</au><au>Schroder, Evan A.</au><au>Berks, Teryn J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Student comprehension of biochemistry in a flipped classroom format</atitle><jtitle>Smart learning environments</jtitle><stitle>Smart Learn. Environ</stitle><addtitle>Smart Learn Environ</addtitle><date>2024-12-04</date><risdate>2024</risdate><volume>11</volume><issue>1</issue><spage>57</spage><epage>18</epage><pages>57-18</pages><artnum>57</artnum><issn>2196-7091</issn><eissn>2196-7091</eissn><abstract>Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning
and
participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture (< 10%) for all students. In-class activities in both faculty preparation and execution were crucial to the success of the flipped format. Our conclusions are that the flipped pedagogy is better for the reinforcement of difficult concepts for struggling students (95% students in agreement) and merits higher participation than the traditional lecture. Two-way communication between instructor and students is encouraged and enhanced with in-class activities and case studies. Due to the success of this project and in agreement with ~ 75% of the students, the entire course will be flipped going forward.</abstract><cop>Singapore</cop><pub>Springer Nature Singapore</pub><pmid>39759585</pmid><doi>10.1186/s40561-024-00356-z</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0001-7045-1040</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Biochemistry Class Activities Classroom Colleges & universities Computers and Education Education Educational Assessment Flipped Format High Achievement Inverted Learning Lecture Method Low Achievement Science Curriculum Student Improvement Students Undergraduate |
| title | Student comprehension of biochemistry in a flipped classroom format |
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