Flipped classrooms, where content is delivered before class to focus on active learning, can increase student engagement and performance. However, students often prefer passive environments, believing they learn better that way. This preference mismatch is concerning given the low attendance rates in lectures and tutorials post-pandemic. This study flipped the content delivery method in a chemistry unit from 3 lectures and 1 tutorial per week to 1 weekly workshop with pre-class content. The labs remained unchanged. The study found high attendance due to in-class quizzes, student preference for the new format (influenced by class size and room choice), more active discussion forums, and final marks either staying the same or increasing significantly. The flipped classroom approach shows promise for boosting attendance, engagement, and performance, with careful consideration of class size and room choice helping to optimize student preference for this format.
Teaching@Sydney