P291: Flipped Teaching in
Organic Chemistry
Layne A. Morsch, PhD
University of Illinois Springfield
2014 Biennial Conference on
Chemical Education
Grand Valley State University, Allendale, MI
August 4, 2014
How Did I Get Here?
 Fall 2013
 Matt Stoltzfus
– Best use of face time with students
– What is the hardest thing you ask
students to do each week? When do they
do it?
 Danae Quirk-Dorr
– Tips on implementing flipped teaching
Previous Classroom Style
 Summer 2013 – Organic 1 –
lecture format
– Began incorporating technology into
lecture with ChemDraw for iPad and Flickto-Share
 Fall 2013 – Organic I – lecture
format
– Began use of electronic homework, ebook
– McGraw-Hill Connect and LearnSmart
– ChemDraw with Flick-to-Share in class
Spring 2014 – Organic II –
flipped format
– All lectures recorded using
Camtasia Studio, Bamboo
tablet, microphone, Autodesk
Sketchbook Express
– Chapters broken down into
multiple videos (length 3:08
to 10:43)
• Total videos length 6:42:46
• Average video length 7:04
• Why?
Optimal Video Length
Guo, Philip J., Juho Kim, and Rob
Rubin. "How video production affects
student engagement: An empirical
study of mooc videos." In Proceedings
of the first ACM conference on
Learning@ scale conference, pp. 4150. ACM, 2014.
Summer 2014 – Organic I –
flipped format
– All lectures recorded using
Camtasia Studio, Bamboo
tablet, microphone, Autodesk
Sketchbook Express
– Chapters broken down into
multiple videos (length 3:39
to 29:53)
• Total videos length 8:48:26
Flipped Format cont.
 Spring
 Quizzes embedded into each
video
 10 points per chapter given for
correctly answering video
questions (110/740 points)
In Class Problem Solving
 In-Class Problem Solving was the focus of the
majority of class time
 Many problems would be solved individually
followed by detailed solutions
 Students would be given
problems to solve, then
were asked to explain the
solution to their neighbor
Working Problems at Boards
 Spring/Summer
classroom had 6
whiteboards
surrounding
room
 Placed a problem on each board and asked
students to come up to solve
 Occasionally bribed them with candy if they
attempted board problems
Used ChemDraw for iPad and Flick-to-Share
 ChemDraw for iPad with
Flick-to-Share was used
on occasional problems
throughout class
 Points given for trying
“Flick” problems each
day in class
 Encouraged attendance
How does ChemDraw with
Flick-to-Share work?
 I use Flick-to-Share to create a class
group
 I can send Flicks to the whole class
 They can work out the problem and
flick the result back to me
 Students that have iPads can Flick to
each other while studying
Analysis of Classroom Data
Percentage of Students Viewing Each Video for Flipped
Organic Chemistry 2 Course Spring 2014 (n=40)
100.0%
90.0%
Students Viewed by due date
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
0
10
20
30
Video
40
50
60
Percentage of Students Viewing Each Video for Flipped
Organic Chemistry 2 Course Spring 2014 (n=40)
100.0%
90.0%
Students Viewed by due date
80.0%
Average 92.9%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
0
10
20
30
Video
40
50
60
Percentage of Students Viewing Each Video for Flipped
Organic Chemistry 1 Course Summer 2014 (n=18)
100%
90%
Students Viewing Each Video
80%
70%
60%
50%
40%
30%
20%
10%
0%
1
11
21
31
Video Number
41
51
Percentage of Students Viewing Each Video for Flipped
Organic Chemistry 1 Course Summer 2014 (n=18)
100%
90%
Students Viewing Each Video
80%
70%
60%
Average 95.9%
50%
40%
30%
20%
10%
0%
1
11
21
31
Video Number
41
51
Student Attendance in Flipped vs. Lecture Format
Organic Chemistry Course (Fall 2013- Spring 2014)
100.0%
90.0%
80.0%
Attendance
70.0%
60.0%
50.0%
Flipped
Lecture
40.0%
30.0%
20.0%
10.0%
0.0%
0
2
4
6
8
10
12
14
Class Meeting (when Flick-to-Share was utilized)
16
18
20
Student Attendance in Flipped vs. Lecture Format
Organic Chemistry Course (Fall 2013- Spring 2014)
100.0%
Lecture Avg. 94.0%
90.0%
80.0%
Flipped Avg. 87.0%
Attendance
70.0%
60.0%
50.0%
Flipped
Lecture
40.0%
30.0%
20.0%
10.0%
0.0%
0
2
4
6
8
10
12
14
Class Meeting (when Flick-to-Share was utilized)
16
18
20
Improved Learning Environment
 100% engagement in problem solving
 Students get more direction in problem solving
with many more examples
 Increased professor-student interaction
 Points don’t seem to make a
difference in participation
 Students get a chance to teach
each other
Difficulties
 Some students do not like change
 Large time investment to begin (recording
and editing all the videos)
 Had to redefine my classroom preparation
– Still working on this
 Defining my expectations
Next Steps
 Analyze learning gains
 Expand methods of engagement
– All students will have iPads for Fall
Semester
– Use Explain Everything to have
students create video vignettes
Acknowledgments
 Dr. Matt Stoltzfus, The Ohio State Univerity
 Dr. Danae Quirk-Dorr, Minnesota State University,
Mankato
 Chris Luker, Kent State University
 Kara McElwrath, UIS Assistant Director of Client Services
 Farokh Eslahi, UIS CIO
 UIS Scholarly Presentation Support Program
Questions?