Modernizing the Flipped Classroom: Replacing Lecture Time With Asynchronous Spaced Retrieval

Abstract

Background

Traditional flipped classrooms require learners to watch video lectures before attending class. This can pose time burdens on both the instructor and the learner.

Objective

We examined whether delivering traditional lecture content via asynchronous spaced retrieval practice could teach learners a new topic without a lecture.

Method

Twenty-eight participants watched a lecture and then used an app for 4 weeks to answer questions about the lecture and a new topic not accompanied by a lecture. A final test featuring new questions assessed knowledge transfer.

Results

During app usage, participants started with lower accuracy on nonlectured than lectured questions, but after just a week, this difference disappeared. Overall, learning took less time than watching a lecture. On the final test of knowledge transfer, participants performed equally well on lectured and nonlectured questions.

Conclusion

Spaced retrieval practice alone can teach learners new concepts in less time than a traditional lecture.

Teaching Implications

In a flipped classroom, delivering foundational course content through spaced retrieval sessions may offer a new method of teaching that fosters student engagement through interactive learning while reducing the time needed for instructors to create and maintain video lectures.