Inverted or �flipped� classes take many different forms but all are designed to expose students to course content before entering the classroom while reserving class time for student-centered learning activities. We have assessed the inverted class format within a small (< 30 students) general chemistry course that incorporated weekly video lectures.  On-line assignments prior to class ensured that students watched the video and also provided them with a forum to ask questions and clarify concepts.  A variety of interactive methods � including individual and group quizzes, clickers, and small group work � were used in the classroom.  Changes in student performance were examined by comparing standardized exam responses to previous years before a flipped format was implemented.  Observational assessments were used to evaluate classroom structure and levels of student engagement, and a survey was administered to determine students' perceptions of how the inverted classroom affected their learning and participation.  This presentation will discuss the results of these assessments as well as the effectiveness of the flipped format for different student groups.

Assessing the effectiveness of the inverted classroom in a general chemistry course

248th National Meeting (2014)

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