Serena Zadoorian
University of California, Riverside

As a doctoral student, I am always eager to seek opportunities to teach courses. When I was hired to teach an introductory level research methods course at California State University, San Bernardino, I was extremely excited. This lower-division class has been designed to provide students with essential knowledge and skills to conduct and evaluate psychological research, which fosters critical thinking. The topics covered include the philosophy of science, scientific thinking and reasoning, correlation vs. causation, threats to validity, formulating testable research questions and hypotheses, basic concepts of research design, and research ethics. As I was preparing to teach this class, my goal was to ensure that, by the end of the semester, students not only had a comprehensive understanding of research but also demonstrated the ability to apply their knowledge to real-world scenarios. To facilitate this, I incorporated active learning assignments into the curriculum using the flipped classroom method. This method requires students to take responsibility for their learning both inside and outside of the classroom (Prust et al., 2015). Students are expected to engage with the course materials (e.g., recorded lecture videos, chapter readings, quizzes, etc.) prior to class session with minimal support from the instructor. Then, during class hours, students are presented with class activities and discussion to strengthen their understanding of the learning materials (see Al-Samarraie et al., 2020).

The flipped classroom method offers many benefits over the traditional lecture, such as: reviewing the course materials at one's own pace and as many times as needed (Goodwin & Miller, 2013); watching lecture segments individually at the most convenient times (Forsey et al., 2013; Jensen, 2011); and engaging in active learning during class (Daniel & Braasch, 2013; Freeman et al., 2014; Karpiak, 2011). It is important to note that in addition to the benefits, there are also potential drawbacks to consider. For instance, students may find the pre-recorded lecture materials less engaging (Jensen, 2011; Foertsch et al., 2002) or encounter technical difficulties when viewing the materials (especially those with fewer financial or technical resources). Lastly, some students may also face challenges upon anticipating, scheduling, and completing the out-of-class learning (see Dunning et al., 2003).

Flipped Classroom in Action

In a study conducted by Roehling and colleagues (2017) flipped pedagogy was used in an Introduction to Psychology course at a small liberal arts college. The instructors selected four topics, including research methods, to be flipped. Their results revealed that students found the flipped classroom method more interesting than the traditional one. Previous research has also shown that the flipped classroom method could enhance students’ metacognition (Van Vliet et al., 2015) and promote students’ engagement and self-efficacy (see Esson, 2016). Taking these results into account, this method was utilized when teaching my lower-division research method class at CSU San Bernardino. The particular flipped model employed was developed by me, and it was my first time applying it in the classroom.

The class consisted of a total of 38 students, all of whom utilized materials from PsycLearn—a digital resource provided by the American Psychological Association. Students were instructed to review the course materials prior to the class session within a period of five days. PsycLearn enables students to complete each chapter section by section, which makes it easy to navigate through the modules. Each module consists of reading materials, video lectures, and assessments (e.g., quizzes, short-answer questions) with immediate feedback. Additionally, for each chapter, real-world scenarios are included to allow students to apply psychological science to real life. For example, when learning about reliability, students were presented with scenario-based examples that demonstrated how researchers collect and analyze data. They were then required to match each type of reliability with the appropriate scenario.

In addition to completing the online modules, students were asked to post a question related to the course materials and reply to another students’ post on the Canvas discussion board. Pre-class activities took about one and a half to two hours per week. To reward students for their progress, they earned points for completing the online modules and posting questions. Although the majority of students found the class structure easy to follow and said that they benefited from the discussions, some noted in the end-of-year evaluations that the course was time-consuming. Specifically, these students found it challenging to allocate time outside of class to review the course materials.

The in-class materials were presented through PowerPoint slides and focused on the concepts students found most challenging, as reflected in the questions raised on the discussion board. It is important to note that the concepts students find challenging may vary between classes. For this reason, faculty will likely need to adjust the slides to better address these challenges based on the needs of each group. This research methods class met twice a week, with the first day dedicated to reviewing the course materials and encouraging students to ask questions. During the second day, we focused on collaborative work. Students were randomly placed in groups of 4 to 5 to work on active learning assignments designed to help them apply their knowledge to real-world scenarios. For instance, when teaching about ethical guidelines, students were given various research proposals and asked to act as members of the Institutional Review Board committee, deciding whether to approve, reject, or request additional supporting documents form the “researchers.” This activity not only enhanced students’ engagement but it also allowed them to put their knowledge into practice. Furthermore, as part of the course requirement, students were asked to learn about APA formatting. To help them better understand APA style, students were provided with texts that included both in-text citations and references. They were instructed to identify any APA style errors (if present) and provide explanations on how to correct those errors. Although students were asked to work in groups, they were required to submit their own work after each class session.

Students were assigned to the same group for the entire semester. This approach was implemented to facilitate communication and encourage students to collaborate more efficiently. To enhance their learning experience, I actively moved around the classroom, checking in with each group to ensure they were progressing in the right direction. For active learning assignments involving challenging concepts, we reviewed the answers as a class. Reviewing assignments as a class provided students with additional support, reinforcing key concepts. Each week, assignments were submitted via Canvas and graded within five days and returned with constructive feedback. Students were invited to attend office hours to ask any additional questions or for support. It is important to note that if a student was absent for a valid reason, they were granted an extension to complete the assignment independently, with the opportunity to receive guidance and support from the instructor as necessary. Finally, it is important to emphasize that this class does not require a final research paper or proposal. Students majoring in psychology at CSU San Bernardino are mandated to enroll in an upper-division methods course that primarily focuses on writing research papers and proposals. Considering the importance of mastering APA format and the critical steps in writing papers and proposals, I believe the flipped classroom method may not be the best approach. Students may find it challenging and discouraging without a solid foundation. It is essential for students to learn how to write research papers through traditional classroom methods, as academic writing is crucial for success in many upper-division courses and for those pursuing graduate school.

Conclusions

As a faculty, I tend to create a cooperative student-faculty environment in the classroom. Teaching a diverse group of students during my graduate career has made me aware of the importance of creating a supportive learning environment to ensure inclusivity for diverse learners. As shown by previous research, the flipped classroom method has been shown to improve students’ metacognition and promote engagement. Given the lower-division research methods class at CSU San Bernardino, I noticed that students who typically refrained from asking questions during discussion time were actively engaged and communicative with their peers during the active learning assignments.

Furthermore, the flipped method also provides instructors with more time to address questions during class and allows them to integrate active learning assignments, giving students the opportunity to apply the concepts they have learned to real-world scenarios. In the end-of-year evaluations, students described the class as highly engaging and informative, noting that the class activities were both captivating and enjoyable. Moving forward, my next steps include maintaining the same class structure and curriculum as outlined. However, I also aim to gain deeper insights into students’ prior experiences and preferences regarding flipped vs. traditional classrooms. Collecting these data at the beginning of the semester will enable me to better understand my students’ backgrounds and needs and will help me tailor my teaching strategies to align with my students’ preferences.

References

Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.

Daniel, F., & Braasch, J. L. (2013). Application exercises improve transfer of statistical knowledge in real-world situations. Teaching of Psychology, 40(3), 200-207.

Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87.

Esson, J. M. (2016). Flipping general and analytical chemistry at a primarily undergraduate institution. In The flipped classroom Volume 2: Results from practice (pp. 107-125). American Chemical Society.

Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH® web‐based streaming video software. Journal of Engineering Education, 91(3), 267-274.

Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471-485.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Goodwin, B., & Miller, K. (2013). Research says/evidence on flipped classrooms is still coming in. Educational Leadership, 70.

Jensen, S. A. (2011). In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Teaching of Psychology, 38(4), 298-302.

Karpiak, C. P. (2011). Assessment of problem-based learning in the undergraduate statistics course. Teaching of Psychology, 38(4), 251-254.

Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015, June). The flipped classroom: It's (still) all about engagement. In 2015 ASEE Annual Conference & Exposition (pp. 26-1534).

Roehling, P. V., Root Luna, L. M., Richie, F. J., & Shaughnessy, J. J. (2017). The benefits, drawbacks, and challenges of using the flipped classroom in an introduction to psychology course. Teaching of Psychology, 44(3), 183-192.

Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE—Life Sciences Education, 14(3), ar26.