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Updated: Feb 15, 2026
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Patterning of Embryonic Stem Cells Using the Bio Flip Chip
Published on: October 1, 2007
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Front and Back Flipping for Neurobiology! Developing a Hybrid Upper-Division Lab Course
André O White1, Lauren K Javier2, Natalie R Goldberg2
1Department of Biological Sciences, Mount Holyoke College, South Hadley, MA 01075.
Summary
Pre-lab online instruction significantly improved student exam performance in a neurobiology lab compared to post-lab instruction. This flipped learning approach using "Rocketmix" benefited both male and female students.
Area of Science:
- Neurobiology and Behavior Education
- Educational Technology
- Active Learning Strategies
Background:
- Flipped instruction is increasingly used to enhance active learning in laboratory settings.
- Online enrichment tools can supplement traditional lab courses.
- Assessing the impact of different flipped learning timings (pre-lab vs. post-lab) is crucial for optimizing educational strategies.
Purpose of the Study:
- To compare the effectiveness of pre-lab (front flipping) versus post-lab (back flipping) online instruction on undergraduate student exam performance.
- To evaluate the impact of a novel, unbiased method for categorizing exam question difficulty.
- To assess student perceptions of a flipped lab format utilizing online modules.
Main Methods:
- An upper-division undergraduate neurobiology and behavior lab course at UC Irvine implemented flipped instruction using the "Rocketmix" online platform.
- A novel method was developed to categorize exam questions by difficulty using multi-choice (single vs. multiple answers) formats.
- Student exam performance was analyzed based on question difficulty and instructional timing (pre-lab vs. post-lab).
- Student survey data was collected to gauge their experience with the flipped lab format.
Main Results:
- Pre-lab online instruction led to significantly better student performance on moderately difficult exam questions compared to post-lab instruction.
- This performance improvement was observed consistently across both male and female students.
- Students reported finding the online instructional modules informative and useful for both lab exercises and exams.
Conclusions:
- Front flipping (pre-lab online instruction) appears more effective than back flipping (post-lab online instruction) for enhancing student learning outcomes in this neurobiology lab setting.
- The developed method for categorizing question difficulty provides a valuable tool for future educational research.
- Student feedback supports the integration of online instructional modules within flipped laboratory environments.
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