157 - Cognitive Load Differences in a Flipped vs. Non-flipped Physiology Class

Poster Board Number: 157
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Jim Davis - Indiana University School of Medicine; Amber Yount - Indiana University School of Medicine; Polly Husmann - Indiana University School of Medicine

Abstract Body : Introduction and Objective

The flipped classroom is an instructional method where students are exposed to course material (often by e-learning tools) before attending class face-to-face (Bishop & Verleger, 2013). Few studies have measured cognitive load (CL) between flipped and non-flipped classrooms. The purpose of this study was to compare the CL of students in a flipped and non-flipped introductory physiology course, and to see how CL relates to exam performances. We hypothesized that flipped classroom students would experience lower CL during their class time than non-flipped classroom students because of exposure to course content before coming to class. We also hypothesized that increased CL during class time would be associated with decreased exam performance due to overloading students’ working memory in class, thus hampering in-class learning (Ericsson & Kintsch, 1995).

Materials and Methods

Basic Human Physiology (P215) is an intro physiology course at Indiana University – Bloomington. The course has two sections with one taking a flipped approach and one taking a didactic lecture (non-flipped) approach. Each section has 5 lecture exams. CL was measured using a modified Multidimensional Cognitive Load Scale Survey for Physical and Online Lectures (MCLS-POL) (Andersen, 2021). This survey was completed directly after three classes for both sections, as well as directly after the first exam. Another survey was administered at the beginning of the semester to collect data on independent variables that were hypothesized to impact CL and exam scores. Regression analysis was run to determine the impact that in-class CL and other independent variables had on exam scores. Discriminant validity was analyzed by correlation analysis between the subscales of the MCLS-POL. Reliability was examined by looking at Cronbach’s alpha within the MCLS-POL subscales. Participation was voluntary.

Results

Differences in in-class CL were found between the flipped and non-flipped sections. Relationships were found between in-class CL and other independent variables. Relationships were also noted between multiple variables and first exam scores via regression analysis. Validity and reliability analysis will be discussed.

Conclusion

This study examined CL in a flipped and non-flipped introductory physiology course. Few studies have directly compared CL in different course formats where each format has similar assessments. CL differences were observed between the two sections.



Significance/Implications

The relationship between CL and other variables, as well as their associations with exam outcomes, should be noted by instructors when choosing whether to flip their classroom. Additional scaffolding should be considered for those who may struggle during class time.