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Internet Learning

Internet Learning

Abstract

This article describes an interdisciplinary research project that resulted from the creation of a community of practice (CoP) for faculty teaching blended and online courses at a small, historically black university. Using a flipped-classroom approach, two modules of a Principles of Biology course were redesigned. Already-created PowerPoints were converted to screencasts and homework was completed in small groups during class. Results showed that students in the flipped classroom performed better on application-type questions but showed no difference on overall test scores or on knowledge-type questions. A survey of student perceptions found that students liked the autonomy to watch content videos anytime, anywhere, and that they enjoyed the more active classroom experience. Students also noted that technical issues sometimes hindered their ability to learn; they missed the opportunity to ask questions in real time; and they did not appreciate the amount of out-of-class work this approach required. Overall, the results indicate that the flipped-classroom model has the potential to increase student learning but that it requires a more thoughtful redesign process than is suggested in popular literature on the subject.

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