Research-based instructional strategies (RBIS) have been proven effective in improving student learning gains and in reducing course drop rates. Unfortunately, these strategies are not the norm for many physics departments. Studies indicate that some 1/3 of instructors who try RBIS discontinue the use, perhaps because the RBIS were not seen as successful or were viewed as too time consuming. One possible remedy is to have faculty looking to try RBIS co-teach with instructors who’ve previously used these strategies. We will report on our experiences flipping an upper-level quantum mechanics course working with just such a model. We believe this approach could increase the number of instructors who decide to try RBIS as well as increase the probability that these first attempts will lead to further use.

Who Flipped Our Class?

D1.3 Effective Practices in Educational Technology IV

technical paper

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Andrew Meyertholen

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Who Flipped Our Class?

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