Teaching basic college-level geology, such as rock and mineral identification, requires hands-on learning and a great deal of individual attention. The flipped classroom paradigm, in which lectures are presented online and class time is dedicated to group activities and laboratories, thus has a particular appeal. Is a flipped classroom better suited to teaching geology than a traditional classroom? An introductory Physical Geology classroom was flipped, using a 20-30 minute online lecture to be viewed before class. Students engaged with additional hands-on activities and labs during the gained time. Learning was assessed through quizzes. Compared to a control, the flipped classroom demonstrated approximately equal achievement. The flipped classroom may be more appropriate for fully hybrid STEM classes.
