In this note, we describe a large-scale transition to an active learning format in first-semester calculus at the University of Florida. Student performance and attitudes are compared across traditional lecture and flipped sections.

Although many studies demonstrate that online education is as good as face-to-face education with regard to learning gains, course grades, and other near-term metrics, there is a major gap in exploring the long-term outcomes of online vs. face-to-face education, particularly in STEM programs. In this study, the effect of course delivery method on…

In recent years, video-based lectures have been increasingly used in education as part of flipped classroom approaches, adult education, distance learning, and other applications. Though approaches in video-based lectures have been widely studied, less has been reported in the development of approaches to teach relevant technical skills, such as…

Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with…

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology (N = 68) completed variations of letter-number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods.…

Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key factor in not adopting active-learning instructional practices. Some cite that alternative methods to…

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as…

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

Blended, flipped, and semi-flipped instructional approaches were used in various sections of a numerical methods course for undergraduate mechanical engineers. During the spring of 2014, a blended approach was used; in the summer of 2014, a combination of blended and flipped instruction was used to deliver a semi-flipped course; and in the fall of…

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning…

This paper investigates whether there is a difference in student learning in a quantitative business course taught through video streaming with the option of going to a face-to-face lecture, compared to the same course taught only through face-to-face lecture. This topic has been the subject of research in recent years because of the importance of…

Public universities are currently facing a challenge in determining how to deliver quality instruction in the face of severe fiscal constraints. With recent technological advances, courses streamed over the Internet (i.e., lecture capture) are now becoming common. However, little research has been published that specifically examines student…

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…

In the first study of its type, students (N=197) were exposed to a television economics lecture which included specially-made segments having greater visual impact. Results indicate a significant difference in achievement in favor of students viewing this television lecture format. Positive attitude changes were also noted. (JN)