Abstract

Using a “flipped” classroom teaching technique typically entails providing course lectures to students prior to the class period, allowing classroom time for discussion and group-based activities. While there is some evidence that this technique can be successful and well-received, research results have been inconsistent. One area that has not been fully explored is how much students actually engage with pre-class recorded lectures that are often used within a flipped class. This article describes modifications made to flip a traditional course of 77 students, and provides information about the number of lecture views, as well as the amount of time each was viewed. There were fewer lecture views than anticipated given the class size, and view times were short. Despite providing pre-class quizzes, most students did not engage, or did not engage fully, with the lecture materials in this flipped course. Suggestions for potentially increasing lecture engagement are provided.