“Flipping” the college lecture class — students watch short videos at home and do activities in class — appears to boost learning, writes Robinson Meyer in The Atlantic.
A three-year study at the University of North Carolina found significant gains in student performance in “flipped” settings, writes Meyer.
The study examined three years of a foundational pharmaceutics course, required for all doctor of pharmacy (Pharm.D.) students attending UNC. In 2011, (Vice Dean Russell) Mumper taught the course in a standard, PowerPoint-aided lecture format. In 2012 and 2013, he taught it using “flipped” methods. Student performance on an identical final exam improved by 2.5 percent between 2011 and 2012—results now in press at Academic Medicine—and by an additional 2.6 percent in 2013. Overall, student performance on an identical final exam improved between 2011 and 2013 by 5.1 percent.
Students also came to prefer the flipped model to the lecture model. While 75 percent of students in 2012 said, before Mumper’s class, that they preferred lectures, almost 90 percent of students said they preferred the flipped model after the class.
After the first year, Mumper replaced readings with clinical studies, which students discuss in class. He also cut student presentations, which were unpopular.
At first, students complained, said Natalie Young, a Pharm.D. student. “We just were used to just going to class and not having to do so much preparation for the class.” With the flipped model, “you actually have to do reading or watch the [lecture modules], you actually have to prepare for the class.”
Other professors aren’t as good as Mumper at teaching in a flipped model, Young said.