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Mc Collum\u003Cbr>Mount Royal University, [bmccollum@mtroyal.ca](bmccollum@mtroyal.ca)[ ](bmccollum@mtroyal.ca)Cassidy L. Fleming\u003Cbr>Mount Royal University, [cflem769@mtroyal.ca](cflem769@mtroyal.ca)[ ](cflem769@mtroyal.ca)Kara M. Plotnikoff\u003Cbr>Mount Royal University, [kplot778@mtroyal.ca](kplot778@mtroyal.ca)[ ](kplot778@mtroyal.ca)Darlene N. Skagen\u003Cbr>Mount Royal University, [dskag902@mtroyal.ca](dskag902@mtroyal.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Chemistry Commons, Curriculum and Instruction Commons, and the Interpersonal and Small Group Communication Commons |  |\n\nRecommended Citation  \nMcCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/8)  \nRelationships in the Flipped Classroom  \nAbstract  \nThis study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in firstyear general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions ofthe effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements ofa text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions.  \nCet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les réflexions des étudiants et les observations en salle de classe soutiennent également ces conclusions.  \nKeywords  \nacademic reading circle, chemistry, flipped classroom, instant-feedback assessment, peer-led team learning  \nCover Page Footnote  \nFinancial support was provided by the Petro-Canada Young Innovator Award and a Provost Teaching and Learning Innovation Grant. The authors have no conflicts of interest to report. The authors wish to thank Karen Manarin and Margy MacMillan, who read an earlier version of this article, for their helpful comments.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/8)  \nMcCollum et al.: Relationships in the Flipped Classroom  \nFlipped instr","cbCaii4wXsWX3NAr","https://ap.wps.com/l/cbCaii4wXsWX3NAr","pdf",474908,21,"English","# Abstract\n# Flipped instruction and classroom context\n## Definitions of flipped learning\n## Active-learning and course variability\n# Impact on student performance\n## Reported effectiveness and outcomes","[{\"question\":\"What does the study focus on in flipped chemistry courses?\",\"answer\":\"The study examines the effectiveness of flipped classrooms in chemistry and identifies relationships as a major factor affecting the success of flipped instruction methods.\"},{\"question\":\"Which kinds of relationships are analyzed based on student interviews?\",\"answer\":\"It analyzes development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms.\"},{\"question\":\"How is success measured in the study?\",\"answer\":\"Success is assessed using student perceptions of instructional effectiveness and evidence of student academic development.\"}]","Relationships in the Flipped Classroom - Article 8 | PDF",1792081710,53]