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A flipped chemistry class for middle school education majors was “unflipped” during the conversion from in-person to online-only instruction during the beginning of the COVID-19 pandemic. The process balanced the best practices of online education with practicality due to the short time frame. Successes and failures in the conversion process are outlined, with adaptations suggested for failures, and a record of the class’s social and emotional experience is summarized. Successful implementation of checklists and conversion guides increased student confidence in the class’s direction and gave a sense of stability in an unstable time. The online component of the flipped classroom is examined for its adequacy as an online-only option. Approaches to student emotional and mental health are addressed, as well as behavioral issues resulting from learning remotely. Difficulties in the conversion primarily stemmed from the inability to use hands-on activities and a decrease in student engagement. Though external factors most likely accounted for the majority of the decrease in engagement, an activity and strategies are proposed to increase student buy-in and motivation. Finally, this paper includes a discussion of activity choice and implementation for increasing the benefits and transparency of activities for students working from home.
Drew T. Brandon (Mon,) studied this question.