(254d) Preparation Assignments in a Flipped Classroom

A reaction engineering course has been taught for many years using a flipped classroom approach. Prior to a typical class meeting, students are expected to read book sections and watch videos. The videos present information and illustrate the solution of problems in a format typical of didactic classroom lectures that were used before adopting the flipped classroom approach. At the start of the class meeting the information from the readings and videos is summarized and students are given the opportunity to ask questions. During most of the class meeting time, the students work to complete a problem similar to those presented in the readings and videos. Depending upon what information and problems have been considered in recent, preceding classes, the students may be guided through the solution to the problem. In all cases, the instructor circulates about the classroom observing student progress, answering questions, and correcting mistakes. If a number of students display a common misconception, the instructor interrupts the problem solving and presents a "mini lecture, question, and answer session" dealing with that misconception. The students then resume solving the problem.

As the students work through the problem in class, the instructor repeatedly points out to them that getting stuck and now knowing what to do is a good thing (at this point in the course). They are told that each time they get stuck, it reveals a point where their understanding is incomplete or where they hold a misconception. In either case, as long as they ask for help (or compare to the instructor's solution when it is presented), they can fill in the missing understanding or correct their misconception. They are also reminded repeatedly that solving the problems themselves is fundamentally different from reading or watching as someone else solves the problem. The may understand the other person's solution completely and be able to explain it in detail, but still not be able to generate a solution themselves. The instructor repeatedly reminds them that the in-class problem solving enables them to learn how to use the information to solve problems much more efficiently than most can learn outside the classroom, the difference being the immediate availability of the instructor.

Students will benefit most from this flipped classroom approach if they indeed do complete the reading and watch the videos prior to the start of class. Unfortunately, over the years the instructor has observed that many students have not done the reading or watched the videos or that apparently the did so in a superficial manner. When they have not prepared effectively, they spend time reading or skimming through the pre-class information. Consequently, they progress through the problem slowly compared to better-prepared students. Instead of removing misconceptions or filling small gaps in their understanding, they spend class time gaining a level of understanding that they should have reached prior to the start of class. When other students ask questions or the instructor breaks into a "mini lecture, question, and answer session," they may not have sufficient understanding to even appreciate the point under consideration, let alone to learn from it.

Over the years, the instructor has tried in a few different ways to coerce the students to read the book sections and watch the videos prior to the start of class. Those efforts will be reviewed and assessed briefly, leading to the "preparation assignments" that are currently being used. The preparation assignments are surveys that are administered through a learning management system. The is a preparation assignment due prior to the start of every flipped class. Students earn one point for each preparation assignment they complete. These points become a weighted fraction of their final course score, from which their grade is determined. The weighting of the preparation assignments is 10% of the course score, corresponding to approximately one letter grade. The effects of including the preparation assignments in the final course grade at this weighting level will be discussed.

The students are promised that the instructor will only see a summary of each preparation assignment during the semester. They are told that after the semester has ended and grades have been finalized, the instructor will be able to see individual preparation assignment responses. They are told that these responses will be used to improve the course and that their individual responses will not be shared with anyone. They are also told that the analysis of the data and the protocol for protecting them from being identified in any reports or research papers has been reviewed and approved by the university's IRB.

An example preparation assignment will be presented and discussed. Each preparation assignment begins with a multiple choice question asking how thoroughly they completed the readings and videos: not at all, skimmed, skimmed but with more thorough examination of certain topics, or thoroughly prepared. This initial questions was followed by a group of five point Likert-scale questions asking the level of their agreement with a statement. The statements were structured so that the students needed to reflect upon their preparation for the class meeting. Some of the statements focused upon their knowledge and others upon their ability to use that knowledge. They typically addressed a single bit of knowledge or a single ability. The things that these statements focused upon were the same things that the instructor would review at the start of class. The last question on each preparation assignment was an open response question: Enter any questions you have about the information for this class meeting. The instructor reviewed the last question just prior to class. Then to begin the question and answer period at the start of class, they were presented and discussed.

Several aspects of the preparation assignment responses will be considered. The response rate and apparent sincerity of the responses will be discussed. Correlations between response summaries and course performance will be examined. For example, for any one exam question, is there correlation between student reported level of completion of associated preparation assignments and are there correlations between Likert-scales on individual concepts and abilities and exam results. Finally, student self-awareness will be gauged by comparing individual responses to corresponding steps in exam problem solutions. An overall assessment of the effectiveness of the preparation assignments will be offered, based upon these aspects, and plans for modification will be presented.