meriSTEM
  • About
    • About
    • News
    • The meriSTEM team
    • Supporters
    • The meriSTEM story
    • Agreements
  • New to meriSTEM
    • Teacher registration
      • Teachers FAQ
      • A teacher’s week with meriSTEM
    • Students
    • Volunteer contributors
      • Contributor agreement
  • Courses
    • Register or log in
    • Biology
    • Chemistry
    • Physics
    • Help
  • Flipped learning
    • Flipped class example
    • Why flipped learning?
    • Diversity in STEM
    • Research blog categories
      • Flipping
      • Active learning
      • Student motivation
      • Teaching science
      • Teaching philosophies and development
  • Contact

Flipping

Preference for the traditional lecture format decreased from 72.7% to 15.4%, while preference for the flipped classroom format increased from 27.3% to 84.6%
Flipping

Preference for flipping increases dramatically once students have flipped

The Flipped Classroom: A Course Redesign to Foster learning and Engagement in a Health Professions School (McLaughlin, et al., 2014) summary The authors flipped a first-year pharmacy course which resulted in an increase in students’ learning,  class attendance, and perceived value of the flipped classroom model. The graph above describes Read more…

By Jay Ridgewell, 3 years1 year ago
Flipping

Actively engaged students don’t realise how much they’re learning

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (Deslauriers, et al. 2019) Summary ‘… students in active classes perceived that they learned less, while in reality they learned more.’ This research group ran a highly controlled study, with each student participating in an active Read more…

By Jay Ridgewell, 3 years1 year ago
Active Learning

The argument for active learning (any kind of active learning is better than lecturing)

Active learning increases student performance in science, engineering, and mathematics, Freeman et. al. (2014) summary This is an often cited meta-analysis of 225 studies of tertiary level courses across STEM disciplines. They compared final grades, scores on Concept Inventory tests and course failure rates from students in classes that were Read more…

By Jay Ridgewell, 3 years ago
  • Contact
meriSTEM is an initiative of The Australian National University and all meriSTEM resources are Creative Commons BY NC SA 4.0 licensed.