Comment on “An Interdisciplinary Flipped Classroom Module on Postpartum Depression Using Telemedicine and Online Teaching”

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

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Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

Education Sciences ◽

10.3390/educsci10120348 ◽

2020 ◽

Vol 10 (12) ◽

pp. 348

Author(s):

Rosario I. Herrada ◽

Raúl Baños ◽

Alfredo Alcayde

Keyword(s):

Visual Analytics ◽

Online Teaching ◽

Flipped Classroom ◽

Student Response ◽

Student Response Systems ◽

Social Sciences And Humanities ◽

Multidisciplinary Analysis ◽

Word Clouds ◽

Teachers And Students ◽

Response Systems

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

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A hybrid flipped‐classroom approach for online teaching of biochemistry in developing countries during Covid‐19 crisis

Biochemistry and Molecular Biology Education ◽

10.1002/bmb.21418 ◽

2020 ◽

Vol 48 (5) ◽

pp. 502-503

Author(s):

Sneha Singh ◽

Aditya Arya

Keyword(s):

Developing Countries ◽

Online Teaching ◽

Flipped Classroom

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Peruse this! Use of an educational social platform for a Global Entrepreneurship flipped clas

Proceedings INNODOCT/20. International Conference on Innovation, Documentation and Education ◽

10.4995/inn2020.2020.11855 ◽

2020 ◽

Author(s):

Arturo Ortigosa-Blanch ◽

Enrique Planells-Artigot

Keyword(s):

Higher Education ◽

International Students ◽

Information Transfer ◽

Online Teaching ◽

Flipped Classroom ◽

Classroom Teaching ◽

Reading Behaviors ◽

Different Types ◽

Global Entrepreneurship ◽

Exchange Programmes

The COVID-19 pandemic made all of our universities to move to a full-online teaching scheme this March. Online teaching presents different drawbacks compared to classroom teaching, but probably the main one is the difficulty to keep the interactivity with the students throughout the online sessions. This is why a flipped classroom scheme becomes even more relevant in the new normal.A key aspect for a flipped class is that the information transfer, traditionally performed through lectures, is moved out of the classroom to different types of pre-class assignments. Students are expected to fulfill those assignments before the class allowing the instructor to engage in more interactive activities with the students in the classroom. Nevertheless, getting students to read the proposed contents before the class is a very important problem in higher education. In this work, we show the results of the implementation of pre-class reading assignments in a Global Entrepreneurship course through an educational social platform that allows students to discuss the reading online with their classmates: PERUSALL. We use the platform to understand how students are reading and understanding the different materials, their reading behaviors and how the instructor can take advantage of all that information. Considering the type of group (50 students, 65% of them international students from exchange programmes we have also performed a survey to assess the platform and evaluate the perception of the students of their learning process.

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The Continuous and Systematic Study of the College Algebra Flipped Classroom

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9680-8.ch003 ◽

2016 ◽

pp. 41-71 ◽

Cited By ~ 6

Author(s):

Lori Ogden ◽

Neal Shambaugh

Keyword(s):

Online Teaching ◽

Flipped Classroom ◽

Teaching Strategy ◽

Mathematics Learning ◽

College Algebra ◽

Teaching Approach ◽

Classroom Teaching ◽

Individual Student ◽

Face To Face ◽

Development Framework

A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.

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Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

Sustainability ◽

10.3390/su122310137 ◽

2020 ◽

Vol 12 (23) ◽

pp. 10137

Author(s):

Julen Izagirre-Olaizola ◽

Jon Morandeira-Arca

Keyword(s):

Online Teaching ◽

Flipped Classroom ◽

Learning Experience ◽

Basque Country ◽

Business Management ◽

Emergency Situation ◽

Learning Processes ◽

Teacher Skills ◽

Before And After ◽

Teaching Learning

The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

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Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic

Medical Science Educator ◽

10.1007/s40670-021-01212-2 ◽

2021 ◽

Author(s):

Gerardo E. Guiter ◽

Sandra Sapia ◽

Alexander I. Wright ◽

Gordon G. A. Hutchins ◽

Thurayya Arayssi

Keyword(s):

Medical Education ◽

Online Teaching ◽

Flipped Classroom ◽

Virtual Microscopy ◽

Clinical Instruction ◽

Self Directed Learning ◽

Group Discussions ◽

Directed Learning ◽

Clinical Correlations ◽

The University

Abstract Introduction Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. Objective To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. Materials and Methods This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Results Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Discussion and Conclusions Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.

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The Architectural Design of Successful Online English Classes

International conference KNOWLEDGE-BASED ORGANIZATION ◽

10.2478/kbo-2021-0059 ◽

2021 ◽

Vol 27 (2) ◽

pp. 121-124

Author(s):

Daniela-Elena Duralia

Keyword(s):

Learning Process ◽

Online Teaching ◽

Flipped Classroom ◽

Teaching And Learning ◽

Architectural Design ◽

Learning Experience ◽

Online Teaching And Learning ◽

English Classes ◽

Self Confidence ◽

The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

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Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

Psychology and Education Journal ◽

10.17762/pae.v58i1.2156 ◽

2021 ◽

Vol 58 (1) ◽

pp. 5422-5430

Author(s):

Christ Helan I, Dr. K. Anbazhagan

Keyword(s):

Classroom Environment ◽

Online Teaching ◽

Flipped Classroom ◽

Teaching Method ◽

Poor Quality ◽

Control Group ◽

Flipped Learning ◽

Quasi Experimental ◽

Teaching Learning ◽

The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is found that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

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