How can we make time for active learning without losing course content or unduly burdening students with extra work? There is now a substantial body of evidence on the efficacy of active learning that indicates that students learn best when they have the opportunity to actively construct their own understanding, work cooperatively, and solve problems. However, active learning takes time that would normally be used to rapidly disseminate content through a traditional lecture, relegating much of the active part of learning to individual homework assignments outside of class. We flipped this paradigm for several class periods in our large (130 student) introductory ecology, genetics and evolution course. First, we developed a series of short (10-15 minute) on-line video mini-lectures for students to view outside of class. Mini-lectures were produced by combining a Microsoft PowerPoint file with a recorded voice file using eTEACH software and then made available to students through a course management system. Second, we devoted subsequent class time to active learning ‘events’, including group work and problem-solving activities related to the material presented in the video mini-lecture. No points were associated with reviewing the mini-lecture before class, however, students were graded on problems and activities done in class.

Results/Conclusions

On average, students who watched the video mini-lectures prior to coming to class performed better on the in-class activities than those who did not. Assessment of student use indicated that 80% viewed the mini-lecture before coming to class. The addition of mini-lectures to course goals did not appear to increase student workload as compared to workloads reported in previous semesters. Attitude surveys indicated that students appreciated access to video mini-lectures giving them an opportunity to view anytime, play and replay, and freeing up time for active group learning during class. Instructors found that video mini-lectures were particularly valuable when no appropriate text was available. Focused time spent on video mini-lectures outside of class created valuable face-to-face class time for students to engage in problem-solving and higher-order applications of relevant biological concepts. In this session, we will provide an overview of the course context, a description of the methods and technological tools, and an analysis of the data we collected about student learning, behavior, and attitudes related to the use of this new technology.