Journal of Chemical Education
The American Chemical Society
We recently shared our design of a two-semester flipped organic chemistry course, in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students’ average quiz scores decreased for the take-home quizzes, because they did not have a time limit and were open-book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and pre-class watching of the videos. Thus, for analogous flipped course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically-distinct satellite locations.
Christensen, Michael A.; Lambert, Alyssia M.; Nadelson, Louis S.; Dupree, Kami M.; and Kingsford, Trish A., "In-Class Versus At-Home Quizzes: Which is Better? A Flipped Learning Study in a Two-Site Synchronously-Broadcast Organic Chemistry Course" (2016). Chemistry and Biochemistry Faculty Publications. Paper 691.