As a one semester organic/biochemistry course was moved from a Traditional class format to a blended Flipped class format, face-to-face time was reduced by 50% in order to accommodate for the online component of the Flipped course in which all �lectures� were delivered as screencast recordings. With the Flipped format, the focus of in-class time was concept reinforcement instead of concept introduction. Despite the reduced seat time, student achievement was not adversely affected. When Flipped classroom data collected over two semesters were analyzed using Pearson's r product-moment correlations, it was determined that statistically significant correlations exist between the amount of time students spent watching �lecture� recordings and their standardized ACS exam scores (Organic: r=0.29, p<0.001 and Biochemistry: r=0.48, p<0.001). Data analysis also indicated that this correlation is stronger with particular learning styles. In addition, statistically significant learning style dependent and independent correlations were found between online homework (Connect�) scores and ACS exam scores (Organic: r=0.51, p<0.001 and Biochemistry: r=0.56, p<0.001). Metacognitive data extracted from LearnSmart� were also found to correlate to ACS exam scores. According to survey data collected at the end of each semester (n=160), 89% of students indicated that they felt that there were advantages to the Flipped format of the course. In response to this open-ended question, 66% of these students indicated that the online component enhanced their learning.

Correlating online learning resources to student achievement in the Flipped classroom

247th National Meeting (2014)

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