ABSTRACT
Flip-teaching is a challenging but rewarding way to teach college chemistry. This chapter describes the flipped-course structure the author used for face-to-face (F2F) classes and how he adapted it for broadcast, synchronous technology settings. With nearly two-and-a-half years of experience in developing and evaluating his flipped courses, he still feels like he has barely scratched the surface. When he first started, he had never used video-editing software before. First, he designs his problem sets to be long and rigorous but low stakes. His quizzes are designed primarily to assess whether or not students actually watched the videos before class. The chapter explains the nuances of broadcast teaching in general and then shares how he has had to apply and modify them to fit a flipped structure. He compares his F2F student's performance and feedback in a flipped classroom with their distance-site counterparts.
