New Perspectives in Science Education

There is a widespread interest to using blended learning methodologies to better engage the new generation of learners. The flipped classroom is a revolutionary approach whereby students self-learn content at home and apply their knowledge in class through problem-solving or performing tasks. Such a methodology allows the learners to gain practice and develop skills under the guidance of the instructor(s) during classroom hours, thereby increasing the effectiveness of the face-to-face sessions. However, as students are required to read and learn prior to the classes, it requires students to be motivated and disciplined to a certain extent. The optimal implementation of the flipped classroom and active learning methodology is therefore highly dependent on the background of the learners. There is a need to adapt and tweak the teaching strategies for different courses. The personal experience of the author/speaker on incorporating active learning and flipped classroom into two drastically different course in the National University of Singapore, Faculty of Science is discussed. While the initial motivation to deviate from the conventional lecture is the same, the implementation and response bifurcated due to the vast difference in the nature of two courses. The initial setbacks, adaptations, student feedback, and progressive developments will be shared in the talk. We believe that the lessons learnt are applicable to various courses and programmes, even out of the tertiary context.

Keywords: blended learning, flipped classroom , active learning, adaptation.