Dissecting the Flipped Classroom: Using a Randomized Controlled Trial Experiment to Determine When Student Learning Occurs

2019 ◽  
Vol 97 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Matthew D. Casselman ◽  
Kinnari Atit ◽  
Grace Henbest ◽  
Cybill Guregyan ◽  
Kiana Mortezaei ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Student Learning ◽  
Flipped Classroom ◽  
Controlled Trial ◽  
Randomized Controlled

scholarly journals Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257208
Author(s):  
Zuo Wang ◽  
Eiko Yoshida Kohno ◽  
Kenji Fueki ◽  
Takeshi Ueno ◽  
Yuka Inamochi ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Dental Education ◽  
Controlled Trial ◽  
Confounding Factors ◽  
Instructional Style ◽  
Randomized Controlled ◽  
Multilevel Factor Analysis

Purpose Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis. Method The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented. Results The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]). Conclusions The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.

Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial

2015 ◽  
Vol 52 (10) ◽  
pp. 1362-1385 ◽  
Author(s):  
Christopher J. Harris ◽  
William R. Penuel ◽  
Cynthia M. D'Angelo ◽  
Angela Haydel DeBarger ◽  
Lawrence P. Gallagher ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Student Learning ◽  
Controlled Trial ◽  
Curriculum Materials ◽  
Randomized Controlled

scholarly journals Pre-class versus In-class Video Lectures for the Flipped Classroom in Medical Education: A Non-randomized Controlled Trial

2020 ◽  
Vol 72 (6) ◽  
pp. 476-482
Author(s):  
Monton Wongwandee ◽  
Panwara Paritakul
Keyword(s):  
Randomized Controlled Trial ◽  
Test Score ◽  
Flipped Classroom ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Video Viewing ◽  
Total Satisfaction ◽  
Significant Difference ◽  
Post Test ◽  
Fourth Year Medical Students

Objective: The objective was to test the effectiveness of the two different teaching models focusing on pre-class preparation.Methods: This study was a single-center, post-test only, non-randomized, controlled trial. The fourth-year medical students were assigned to attend either flipped classroom (FC) or in-class video classroom (IVC). The FC students watched a pre-class video lecture individually. In contrast, IVC students viewed the video together during class time. Both groups had the same in-class activities, including case quizzes and discussion. The primary outcomes were a post-test score and student satisfaction.Results: Of 105 students, 53 were assigned to the FC group and 52 to the IVC group. 77% of the FC students reported video viewing. There was no significant difference in the post-test score between the FC and the IVC groups (p = 0.107). However, the subgroup analysis showed that the post-test score of the IVC group was significantly higher than the FC subgroup who did not view the video (p = 0.024). The total satisfaction score was not significantly different between the FC and the IVC groups (p = 0.945). 83% of the FC who did not view the video claimed they had too many out-of-class workloads.Conclusion: There were no differences in the effectiveness between the FC and IVC approach. However, the IVC students showed better knowledge acquisition over the FC subgroup, who did not watch the video. Hence our study emphasized an essential role of the knowledge preparation on the successful flipped classroom.

scholarly journals Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial

2020 ◽  
pp. 1-54
Author(s):  
Elizabeth Setren ◽  
Kyle Greenberg ◽  
Oliver Moore ◽  
Michael Yankovich
Keyword(s):  
Achievement Gap ◽  
Student Learning ◽  
Flipped Classroom ◽  
Controlled Trial ◽  
White Male ◽  
West Point ◽  
Short Term ◽  
Class Time ◽  
Randomized Controlled

In a flipped classroom, an increasingly popular pedagogical model, students view a video lecture at home and work on exercises with the instructor during class time. Advocates of the flipped classroom claim the practice not only improves student achievement, but also ameliorates the achievement gap. We conduct a randomized controlled trial at West Point and find that the flipped classroom produced short term gains in Math and no effect in Economics. The flipped model broadened the achievement gap: effects are driven by white, male, and higher achieving students. We find no long-term average effects on student learning, but the widened achievement gap persists. Our findings demonstrate feasibility for the flipped classroom to induce short term gains in student learning; however, the exacerbation of the achievement gap, the effect fade-out, and the null effects in Economics suggest that educators should exercise caution when considering the model.

Treatment Fidelity Procedures for an Aphasia Intervention Within a Randomized Controlled Trial: Design, Feasibility, and Results

2020 ◽  
Vol 29 (1S) ◽  
pp. 412-424
Author(s):  
Elissa L. Conlon ◽  
Emily J. Braun ◽  
Edna M. Babbitt ◽  
Leora R. Cherney
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Treatment Protocol ◽  
Treatment Fidelity ◽  
Protocol Adherence ◽  
Study Condition ◽  
Randomized Controlled ◽  
Aphasia Therapy ◽  
Percent Accuracy ◽  
Over Time

Purpose This study reports on the treatment fidelity procedures implemented during a 5-year randomized controlled trial comparing intensive and distributed comprehensive aphasia therapy. Specifically, the results of 1 treatment, verb network strengthening treatment (VNeST), are examined. Method Eight participants were recruited for each of 7 consecutive cohorts for a total of 56 participants. Participants completed 60 hr of aphasia therapy, including 15 hr of VNeST. Two experienced speech-language pathologists delivered the treatment. To promote treatment fidelity, the study team developed a detailed manual of procedures and fidelity checklists, completed role plays to standardize treatment administration, and video-recorded all treatment sessions for review. To assess protocol adherence during treatment delivery, trained research assistants not involved in the treatment reviewed video recordings of a subset of randomly selected VNeST treatment sessions and completed the fidelity checklists. This process was completed for 32 participants representing 2 early cohorts and 2 later cohorts, which allowed for measurement of protocol adherence over time. Percent accuracy of protocol adherence was calculated across clinicians, cohorts, and study condition (intensive vs. distributed therapy). Results The fidelity procedures were sufficient to promote and verify a high level of adherence to the treatment protocol across clinicians, cohorts, and study condition. Conclusion Treatment fidelity strategies and monitoring are feasible when incorporated into the study design. Treatment fidelity monitoring should be completed at regular intervals during the course of a study to ensure that high levels of protocol adherence are maintained over time and across conditions.

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