Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor

Abstract

The flipped classroom model in college science courses represents a transformative approach that redefines the conventional roles of in-class lectures and learning experiences. Despite the model’s intent to foster active learning, students may still passively participate in the activities, not fully engaging with the materials or their peers. This study discusses the implications of incorporating Perusall, an online social annotation platform, into a flipped organic chemistry course, using the lenses of the social constructivist framework of learning. The primary objective was to introduce an interactive and dynamic avenue for students to immerse themselves into the organic chemistry lecture content actively. Using data analytics, chat analyses, student surveys, and individual student interviews as data sources, we examined how students interacted with Perusall to support their learning and how Perusall can be used to stimulate engagement within a flipped classroom model. Noteworthy findings emerged, including students’ preference for videos that are less than 20 min, heightened activity on Perusall 1 h preceding deadlines, and students’ comfort in using chat features to comment on videos and address peer inquiries, even beyond deadlines. Our study presents valuable insights and offers practical recommendations for optimizing students’ learning experiences through the effective utilization of Perusall within the context of a flipped classroom.