Abstract:

As part of the Flexible Learning Initiative (FLI) at the Univ. British Columbia, two of the first-year Biology courses were transformed in the semi-flipped classroom model. The goal of the FLI is to promote deeper conceptual understanding along with an emphasis on relevant and rewarding learning experiences in the classroom. A variety of content delivery methods were introduced to make the flipped classroom approach feasible and sustainable. In this approach, a major part of the in-class time is devoted to group work, problem solving and discussions,which are supported with timely and appropriate scaffolding as a way to help students make meaning of the activity and learn from the experience. The success of our approach in the first year courses is being systematically assessed using validated concept questions as pre- and post-tests. Pre- and post-surveys on student involvement, motivation, and engagement are also being used to document student perceptions of the approaches being implemented. Lessons learned from the transformation of the two large enrollment, multi-section, 1st year biology courses, are informing similar transformation of 2nd year and other upper-level courses in Biology. Data from the assessments of the project, our triumphs, and our challenges will be shared in the presentation.

Keywords:

Flipped classroom, concept questions, group work, assessment.