Issue 4, 2018
From the journal:

Chemistry Education Research and Practice

Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

Shalini Srinivasan, ORCID logo a   Rebecca E. Gibbons, ORCID logo a   Kristen L. Murphy ORCID logo b  and  Jeffrey Raker ORCID logo *ac  

* Corresponding authors

a Department of Chemistry, University of South Florida, 4202 East Fowler Ave., CHE 205, Tampa, Florida, USA
E-mail: jraker@usf.edu

b Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, 3210 N. Cramer St., Milwaukee, Wisconsin, USA

c Center for the Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, 4202 East Fowler Ave., CHE 205, Tampa, Florida, USA

Abstract

The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.

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Article information

DOI
https://doi.org/10.1039/C8RP00094H
Article type
Paper
Submitted
02 Apr 2018
Accepted
12 Jul 2018
First published
25 Jul 2018

Chem. Educ. Res. Pract., 2018,19, 1307-1318

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Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

S. Srinivasan, R. E. Gibbons, K. L. Murphy and J. Raker, Chem. Educ. Res. Pract., 2018, 19, 1307 DOI: 10.1039/C8RP00094H

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