The 'flipped classroom' approach was used to change the classic lecture format. By combining short videos for student preparation before lectures and interactive teaching activities during lectures, teaching became more active and kept the students' interest.
The teacher found that the students' interest and motivation declined drastically after a short period of time during long lectures with one-way communication. The teacher also wanted to optimise her preparation time by reusing lecture videos across semesters.
THE PROCESS | |||
Out-of-class activities: | Every Wednesday, the teacher uploaded 6-12 self-produced teaching videos of 3-6 minutes. The videos conveyed the content of the teaching, but also contained reflection questions and multiple choice questions, which the students answered individually via Mentimeter. | ||
In-class activities | The class was held the following Tuesday and consisted of an online, interactive lecture. The teacher summarised the activities the students had carried out prior to the lecture and gave the students time to ask questions about the academic content. Pub quizzes were also held during the lecture, as well as new and complex examples that went beyond the syllabus. | ||
RESOURCES FOR STUDENTS |
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| Teacher’s name: | Roos Zaalberg |
| Faculty and department/school: | NAT |
| Degree programme: | Molecular Biology, Agrobiology |
| Study level: | Bachelor's |
| Course/subject: | Genetics |
| Number of students (approx.): | 80 |
| Scope: | Whole course |
| Form of instruction: | Lecture |
| Main type of activity: | Knowledge and information |
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