Investigating the efficacy of flipped learning to promote student engagement and achievement

Ayla Jones, Adam Bridgeman, Siegbert Schmid


The use of pre-lecture resources including key content videos and mastery quizzes to promote student engagement with a second year chemistry course has been investigated. Students’ accessing and completion of the pre-lecture materials remained high throughout the semester. The average view count for the videos ranged from 1.2 to 1.8 times per week, depending on the complexity of the material. The attempt counts for the weekly quizzes followed the trend of the view count, ranging between 2 and 6 attempts over the 10 weeks that specific pre-lecture resources were available. Student perceptions of the partially flipped approach were approximately equally split between favouring traditional and flipped approaches at the beginning of the semester. They were particularly supportive of a more active approach to lectures with worksheets and access to lecturers for questions.

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, Sept 28th to 30th, 2016, page X, ISBN Number 978-0-9871834-4-6.


Flipped Learning; Student Perceptions; Data Analytics

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