scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Effect of flipped classroom methodology on the student performance of gastrointestinal and renal physiology entrants and repeaters

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Julio C. Sánchez ◽  
Diego F. López-Zapata ◽  
Óscar A. Pinzón ◽  
Andrés M. García ◽  
Martha D. Morales ◽  
...  
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Academic Failure ◽  
Renal Physiology ◽  
Final Exam ◽  
Biological Stress ◽  
Traditional Lectures ◽  
Reported Study ◽  
New Students ◽  
Cortisol Levels

Abstract Background Physiology is a subject that is considered difficult; it is associated with academic failure and causes high levels of stress and anxiety in students. Methods This study compared the effectiveness of a traditional lecture-based methodology with that of a flipped classroom scheme focusing on cooperative ludic learning among gastrointestinal and renal physiology students. Two groups were subjected to these two different methods to teach gastrointestinal and renal physiology content divided into 14 topics. Additionally, two subgroups were identified in each group: entrants and repeaters. There were no differences in age or gender between the subgroups. Results Levels of self-perceived stress (measured by the SISCO scale), biological stress (measured by awakening salivary cortisol levels), and anxiety (measured by the Zung scale) were high in all of the students; the cortisol levels increased in the entrants and some of the scores in SISCO scale increased in the repeaters, throughout the study. The self-reported study time was longer in the students subjected to the flipped classroom-based method. The final exam results were better only in the new students facing the flipped methodology, but not in the repeaters, who scored lower on the final evaluation. The quantitative and qualitative assessments completed by the participants regarding the different aspects of the flipped-classroom-based methodology were favorable; however, the participants believed that traditional lectures should be maintained for specific topics. Conclusions A methodology based on flipped teaching was an effective strategy to improve academic performance ingastrointestinal and renal physiology, but only in new students.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
Author(s):  
Mingorance Estrada ◽  
Granda Vera ◽  
Rojas Ruiz ◽  
Alemany Arrebola
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional System ◽  
Quasi Experimental ◽  
Analytical Research ◽  
Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals A Comparison Of Delivery Formats To Encourage Student-Centered Learning In A Power Engineering Technology Course

2017 ◽  
Vol 8 (2) ◽  
pp. 141-156
Author(s):  
Mathew J. Turner ◽  
Rustin D. Webster
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Power Engineering ◽  
Engineering Technology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Structure ◽  
Inverted Classroom ◽  
Content Coverage ◽  
Technology Course

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students’ perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n<12), which naturally enable active learning to be utilized without the need for rigid and formal course structure,

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

Innovative Instruction in STEM Education

2016 ◽  
pp. 155-180
Author(s):  
Victoria C. Coyle ◽  
Dianna L. Newman ◽  
Kenneth A. Connor
Keyword(s):  
Stem Education ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Information ◽  
Student Centered ◽  
Student Centered Learning ◽  
Future Research Directions ◽  
Classroom Structures ◽  
Authentic Activities

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-based Learning (H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Subject Knowledge ◽  
Team Based Learning ◽  
Physiotherapy Students

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative task was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (online) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

scholarly journals Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL)

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategy ◽  
Active Engagement ◽  
Student Centered ◽  
Web Based ◽  
Subject Knowledge ◽  
Team Based Learning

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative tasks was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

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