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. 2015 Dec 1;14(4):ar36. doi: 10.1187/cbe.15-02-0040

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© 2015 D. Gross et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 5. — There was substantial correlation between the number of accesses of video recordings and GPA (A) and between the occurrence of those accesses and GPA (B) in the flipped-format course. (A) Note the logarithmic vertical axis. Individual student data are shown. This plot excludes the 14 students who did not access the video lectures. Five of these 14 were GPA fourth-quartile students. The total number of accesses of the online lecture material over the course of the whole semester is plotted vs. the three-exam average for students in the flipped-format course instances.