One of the greatest obstacles that instructors may encounter in fostering engagement in students is time constraints. An instructor may feel the pressure of �So much content, so little time!� How, then, may we use our course time differently? This session tells the story of the transformation of an interactive first-year lecture class into a flipped classroom course with the rationale grounded in studies based upon how people learn. The story of change will be told in a way that models part of the blended learning experience. Participants will view a short sample web module, the content of which is designed to help them learn about our process of developing web modules for the course content. The flipped classroom affords more time to focus on developing problem solving skills, and on how the material is applicable to other disciplines and interests the students might have. Consequently, the remainder of the session will largely focus on other aspects of the blended learning course, e.g., supporting student accessibility, use of resources, how to make use of the face-to-face class time, and using assessment tools that encourage engagement and overall retention of the course content. This story of transformation addresses questions as it describes the renovation of professional teaching practice and around the conversion of somewhat passive learners into more self-directed, active learners: Why give up a lecture course that is done well? Why make this investment of resources? What is the evidence for success? How can I get engaged with the course material? Why is it important/relevant? How will I know if I understand it, and what shall I do if I don't? Participants will leave the session with a deeper understanding of what a flipped classroom is and what developing a blended learning course can entail. They will gain a sense of how blended learning can support student accessibility and promote active learning.

"Flip Side": Using blended learning to convert an introductory chemistry course to a flipped classroom

248th National Meeting (2014)

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