Using A Flipped-Classroom Instructional Model in A Large-Enrollment Undergraduate Genetics Class: An Action Research Study

The flipped classroom, often referenced as “flipping the classroom”, is a teaching and learning model in which the students spend a short period of time learning the basic concepts outside the classroom prior to the introduction of the concept topic in the classroom setting, and then use class time for authentic experiences such as problem solving. This action research study described the implementation of a collaboratively-designed, flipped classroom instructional model in a large-enrollment introductory Genetics class for undergraduates. The aim of implementing the flipped classroom model in this class was to improve students’ learning motivation, enhance the students’ ability to apply knowledge, and improve the teaching and learning efficiency by transforming the traditional lecture into a more interactive instruction. This paper provided information for instructional designers and higher education instructors about the general framework of introducing the flipped classroom strategies in a large introductory biology class. The purpose of the paper is also to share the instructor’s and students’ perceptions towards the new learning approach, their performance in teaching and learning, and lessons learned in the role of instructional designer and teaching assistant.