Assessment of learning gains in a flipped biochemistry classroom

Abstract

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format.

Keywords: biochemistry; flipped classroom; hybrid course; inverted classroom; learning gains.