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Student perceptions of 'flipped' microbiology laboratory classes

journal contribution
posted on 2023-05-18, 21:28 authored by Lyndal MellefontLyndal Mellefont, Jiangang FeiJiangang Fei
Digital education technology is a key component of the contemporary student learning experience and often underpins ‘flipped classrooms’. Flipped classrooms reverse classroom content and homework by assigning students instructional content as preparation for class and consequently free class time from lecture for other activities. While they are adopted with relative ease in traditional classroom settings, the science laboratory presents more challenges due to infrastructure and safety considerations. This study investigated the utility of flipped classrooms in a University undergraduate microbiology laboratory. Introductory lectures formerly delivered in class were pre-recorded and made available in advance. Quantitative and qualitative data from a student survey revealed that the pre-recorded introductory lectures used to flip the microbiology laboratory engaged and benefited many students. Students considered that the flipped laboratory 1) assisted them in preparing for laboratory classes independently and at their own pace; 2) enabled more class time to complete tasks, 3) enabled them to revisit and clarify confusing content; and 4) provided revision material. The study also revealed that if the shift in learning culture required for the flipped classroom approach is not adopted universally it can engender negative peer-to- peer interactions.

History

Publication title

International Journal of Innovation in Science and Mathematics Education

Volume

24

Pagination

24-35

ISSN

2200-4270

Department/School

Tasmanian Institute of Agriculture (TIA)

Publisher

Institute for Innovation in Science and Mathematics Education

Place of publication

Australia

Rights statement

Copyright 2016 Institute for Innovation in Science and Mathematics Education

Repository Status

  • Restricted

Socio-economic Objectives

Pedagogy

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