Students taking an introductory, one-semester general, organic, and biochemistry for the health sciences course were required to read background material and watch videos in preparation for the laboratory. These on-line assignments replaced the pre-lab lecture as in a flipped classroom approach.  Upon entering lab, students were given a pre-lab quiz which covered the on-line materials.  As a post-lab assignment, students were surveyed about their general feelings about lab, their preparedness for the experiments, and their understanding of the course material. Preliminary data show that students come to lab better prepared, complete the lab in less time, see connections between lecture and laboratory experiments, and score higher on the laboratory exercises using this approach.

Flipping the pre-lab in a general, organic, and biochemistry course

247th National Meeting (2014)

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