Effect of a Flipped Classroom Compared With a Traditional Lecture on Physician Assistant Students' Exam Performance

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Matthew Wright ◽  
Yuane Jia ◽  
Erich Vidal ◽  
Claire Babcock O'Connell ◽  
Lori Palfreyman ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Physician Assistant ◽  
Exam Performance ◽  
Traditional Lecture ◽  
Physician Assistant Students

scholarly journals Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

2017 ◽  
Vol 81 (4) ◽  
pp. 70 ◽  
Author(s):  
H. Glenn Anderson ◽  
Lisa Frazier ◽  
Stephanie L. Anderson ◽  
Robert Stanton ◽  
Chris Gillette ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Traditional Lecture

scholarly journals Comparison of traditional lecture and flipped classroom for teaching programming

2017 ◽  
Author(s):  
Dieter Pawelczak
Keyword(s):  
Flipped Classroom ◽  
Course Design ◽  
Work Load ◽  
Traditional Lecture ◽  
Active Involvement ◽  
Wide Range ◽  
Evaluation Feedback ◽  
The One ◽  
Learning Programming ◽  
Programming Courses

Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results. 

Flipped Classroom Versus Traditional Lecture

2016 ◽  
Vol 37 (6) ◽  
pp. 320-322 ◽  
Author(s):  
Rieneke Holman ◽  
Alexandra D. Hanson
Keyword(s):  
Flipped Classroom ◽  
Traditional Lecture
Sign in / Sign up

Export Citation Format

Share Document