Flipped Classroom Approach

Theme

Talk #

08

Title

Flipped Classroom Pedagogy for Molecular Biology Laboratory Course

Prof. P.C. SHAW, School of Life Sciences, The Chinese University of Hong Kong; Prof. Siu Kai KONG, School of Life Sciences, The Chinese University of Hong Kong; Mr. Eric Y.H. LIANG, School of Life Sciences, The Chinese University of Hong Kong; Ms. Ada L.P. KONG, School of Life Sciences, The Chinese University of Hong Kong; Ms. Queenie P.Y. LAU, School of Life Sciences, The Chinese University of Hong Kong

Presenter(s)

Abstract / Video

In view of the rise of viral implementation of flipped classroom pedagogy in tertiary education system, we have adopted it in our Molecular Biology and Recombinant DNA Laboratory course. Our flipped classroom exercise provides students teaching resources including videos, lesson plans, and a set of self-learning materials for pre-class study, followed by in-class activities. Students were asked to finish the pre-class activities by watching the pre-lab talk videos to familiarize with the procedures for experiments, and doing pre-class exercises before attending the laboratory classes. In the laboratory session, students were asked to submit their homework and to complete pre-lab quizzes before the practical work, where lab demonstrators were able to engage student groups effectively to facilitate experimental inquiry, problem solving and discussion. We have adopted flipped classroom approach for two consecutively academic years in 2017-18 and 2018-19. After the first run in year 2017-18, some refinements such as fine-tuning the format of pre-class worksheet, revising questions in the pre-class exercises and reducing the time of debriefing session were carried out. The surveys carried out as part of this study showed that students welcomed these changes. Over 60% of students agreed that they collaborated more with their peers, discussed more with instructors and found their learning more flexible. Comments from students and observations from instructors in the 2018-19 cohort were also collected for further improvement.

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