In-Class Versus At-Home Quizzes: Which is Better? A Flipped Learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course

作者：Christiansen Michael A^*; Lambert Alyssia M; Nadelson Louis S; Dupree Kann M; Kingsford Trish A

来源：Journal of Chemical Education, 2017, 94(2): 157-163.

DOI：10.1021/acs.jchemed.6b00370

• Second-Year Undergraduate
• Collaborative/Cooperative Learning Computer-Based Learning
• Distance Learning/Self Instruction
• Internet/Web-Based Learning
• Testing/Assessment
• Constructivism
• Student-Centered Learning

We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students' average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations.

• 出版日期2017-2