It's not about seat time: Blending, flipping, and efficiency in active learning classrooms

• Published in: Computers and education Vol. 78; pp. 227 - 236
• Main Authors: Baepler, Paul, Walker, J.D., Driessen, Michelle
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2014
• Subjects: Active learning; Blended learning; Blending; Classrooms; Engagement; Flipped classroom; Learning; Learning spaces; Lectures; Perception; Replication; Seats; Students; Engagement; Learning spaces; Flipped classroom; Blended learning; Active learning
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2014.06.006

This study examines the effect of reducing the seat time of a large lecture chemistry class by two-thirds and conducting it in an active learning classroom rather than a traditional amphitheater. To account for the reduced lecture, didactic content was recorded and posted online for viewing outside of the classroom. A second experimental section, also in a blended and flipped format, was examined the following semester as a replication. To measure student subject-matter learning, we used a standardized multiple-choice exam, and to measure student perceptions of the classroom, we used a validated survey instrument. Our findings demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom. Concurrently, student perceptions of the learning environment were improved. This suggests that pedagogically speaking, active learning classrooms, though they seat fewer students per square foot, are actually a more efficient use of physical space. •We compare learning outcomes for a traditional classroom with an active learning classroom.•Using an active learning classroom, seat time can be cut by two thirds and achieve the same outcomes.•We confirm our original findings with a second follow-up study.•Both of our studies use a standardized exam to measure learning outcomes.•Student perceptions of the active learning classroom are more favorable.