Research Methods in Psychology: A case study in flipping the classroom

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Research Methods in Psychology A case study in
flipping the classroom

• Dr Carolyn Semmler
• School of Psychology
• carolyn.semmler_at_adelaide.edu.au

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The context

• 400 students
• Research Methods in Psychology (semester 2 2012)
• "squashed" curriculum mandated by APAC
• Poor intro from futureSACE
• Diverse interests/degrees

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Teaching Philosophy

• People learn best by APPLYING concepts
• Pre-loading content allows times for GUIDED
  learning
• Interaction with PEERS builds confidence and
  promotes support structures for students

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Resources

• Four enthusiastic academics
• A supportive Head of School
• Adobe Presenter and the Learning Technologies
  Team
• Time (approx 3 months per module)
• Sessional teaching staff x 2

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Course Structure
Preload on Content Lecture before class
Hands-on group-based activity
Debrief on responses to activities
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Hands-on Group-based Activity
"By the middle of this century, our minds might
have become infantilised - characterised by short
attention spans, inability to empathise and a
shaky sense of identity..."

• "Are social media and the internet making young
  people into uncaring psychopaths with short
  attention spans?"

?
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Assessment

• Followed principle of APPLICATION over RECITATION

MCQ quizzes - 2 versions Formative feedback on
each item and could be completed as many times as
they liked Summative for points
Research Participation not just for points but
to illustrate key concepts in design, ethics and
measurement.
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Positive Feedback from Students
It is fantastic that we do the lectures at home
first, and then spend our on-campus time engaged
in meaningful, enjoyable activities that apply
concepts, and a fun experience....Spread the word!
Talking/discussing in lectures so we're not just
being given the answers all the time is
great...it is really useful for practical stuff
-gt not just in the classroom learning but it
really challenges you to think!
Group participation helped me generate new ideas.
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Barriers to Participation
The big lectures are too big, I'm not comfortable
responding to such a big group. Smaller tute
groups would be better...
The interactiveness was good however the large
class size make interaction "in lecture
difficult, because it is intimidating
Instead of practical exercises during the lecture
(give us) tutorials (more feedback possible)...
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Potential Solutions

• Real-time chat/discussion tool that is easily
  displayed (votapedia is too broad).
• Edmodo Easy, quick and responses could be
  moderated, filtered and summarised for quick
  feedback.

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Barriers to Participation
I think the lecture and working time could have
been completed in an hour. My group went through
the questions quickly and found we had a lot of
time to spare...
Too much time for a few activities, left us
sitting around for more instructions for ages...
Shorter activity time or more activities to fill
in the time....
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Potential Solutions

• Provide extension activities
• Monitor completion more effectively so feedback
  can be given when most groups are done (need to
  balance this against the needs of students
  working at a slower pace)
• Make activities more self directed, no need for
  more instructions throughout the task

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(No Transcript)
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Active Learning Classrooms at Magill University
http//www.mcgill.ca/tls/spaces/alc
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Before you "flip"

• How will I address the concerns of students who
  do not work well in groups?
• How will I pace the in-lecture activities to
  ensure everyone is kept "on task" ?
• How will I link assessment processes to the
  activities?
• What is the best physical space for the course to
  be held in?

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Lessons Learned

• Takes significantly more time to prepare and
  deliver content in "flipped" mode
• Improvements are incremental and year-on -year
• Need to be aware of the needs of socially anxious
  students

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Thanks!