Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than lecturing alone. Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) is a collaborative classroom environment model developed and evaluated for classroom use with positive outcomes such as increased student exam scores and passing rates. However, SCALE-UP was designed for and implemented only in classrooms of approximately 100 students or less. For large enrollment classes of 400 students, such a model is not applicable in its current form. For this study, a hybrid approach using online, voice-over PowerPoint lectures paired with an in-class SCALE-UP model was implemented and evaluated in the chemistry majors' sequence at Purdue University. The purpose of this study is to test the viability and explore the immediate and longitudinal effects of the large-lecture design by examining student learning outcomes and perceptions. Results from the quantitative portion of the evaluation showed that students' ACS general chemistry exam scores from the hybrid class increased significantly when compared with the students' previous scores from the traditional class. In order to elucidate additional effects of the course, open-ended surveys and semi-structured interviews were conducted, where students were asked to share their personal experiences and views of the course. In this presentation, results from the end-of-semester surveys along with preliminary findings from the first year of the longitudinal study will be reported.

Inverted instruction: First year results from a longitudinal evaluation of a hybrid SCALE-UP model for large general chemistry courses

246th National Meeting (2013)

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