Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

2017 ◽  
Vol 18 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Alison S Burke ◽  
Brian Fedorek
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Knowledge Building ◽  
Course Content ◽  
Face To Face ◽  
Class Time ◽  
Online Lectures ◽  
Inverted Classrooms ◽  
Flipped Classrooms

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

Flipped or Inverted Learning

2013 ◽  
pp. 241-265 ◽  
Author(s):  
Christine Davis
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Course Design ◽  
Functional Approach ◽  
Hybrid Courses ◽  
Face To Face ◽  
Multimedia Tools ◽  
Class Time ◽  
Inverted Classrooms ◽  
Technical Considerations

A number of researchers have explored the use of multimedia to support instruction in inverted classrooms providing a functional approach for university face-to-face and hybrid courses. Students in inverted learning work online before class listening to prerecorded lectures and completing related activities reserving class time for problem solving, projects, authentic applications, and reflection. The purpose of this chapter is to explore the value of cognitive and metacognitive elements in flipped – also known as inverted – learning that promote active learning. Practical strategies for course design and technical considerations related to how multimedia tools can be used to deliver and support instruction are also addressed.

scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

scholarly journals Increasing Student Engagement by Flipping the Course

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Debra Sprague
Keyword(s):  
Student Engagement ◽  
Flipped Learning ◽  
Student Work ◽  
Course Content ◽  
Face To Face ◽  
Online Technologies ◽  
The Face ◽  
Online Lecture ◽  
Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Positive outcomes increase over time with the implementation of a semiflipped teaching model

2016 ◽  
Vol 40 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Brittany K. Gorres-Martens ◽  
Angela R. Segovia ◽  
Mark T. Pfefer
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Model ◽  
Positive Outcomes ◽  
Class Time ◽  
Online Lectures ◽  
Tremendous Amount ◽  
Over Time

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8–10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model.

scholarly journals Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 384-389
Author(s):  
Beth Beason-Abmayr ◽  
David R. Caprette ◽  
Chaya Gopalan
Keyword(s):  
Active Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Group Discussions ◽  
Face To Face ◽  
Spring Break ◽  
Class Time ◽  
Animal Physiology ◽  
The Face ◽  
Rice University

Due to the COVID-19 pandemic, Rice University canceled classes for the week of March 9–13, 2020 and shifted all instruction to online only following spring break. For the second half of the semester, animal physiology was taught exclusively over Zoom. Here we describe how a flipped teaching format that was used before the pandemic eased the transition from face-to-face teaching to online instruction. The preclass preparation resources and the active learning materials that were already in place for flipped teaching were helpful in the transition to solely online teaching. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform. Instead of small group discussions in the classroom, teams interacted in Zoom Breakout Rooms. Rather than taking exams in-person during scheduled class time, students submitted exams online. Additionally, students prerecorded their project presentations instead of presenting them “live” during the last week of classes. Overall, students felt that the class smoothly transitioned to a remote only format. These and other changes to the instructional methods will be implemented during the Spring 2021 semester when the course is taught fully online.

Effective Coaching Through Webinar-Integrated Tools

2021 ◽  
pp. 209-237
Author(s):  
Stephen Kyakulumbye
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Situation Awareness ◽  
Participatory Design ◽  
Online Resources ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Implementation Framework ◽  
Face To Face ◽  
Effective Coaching

Webinars are very powerful yet less used strategies for building the capacity of teachers to improve their pedagogical and andragogical practice, let alone to be used by teachers to offer education to their learners. The classroom learning environment has evolved to meet the needs of today and tomorrow by providing students with access to technology and online resources that support instruction especially during times when face-to-face interactions are impossible. This chapter offers research-based experience for the limitations and framework solution for effectively applying webinar through integrative tools as a framework for coaching educationists to promote active learning in blended environments. This chapter proposes an implementation framework based on a situation awareness model within empathetic participatory design principles. This model results in empowering and motivational outcomes for the instructors to extend the application of the use of the webinar tools among their fellow instructors.

Strategies to Promote Pedagogical Knowledge Interplay with Technology

2017 ◽  
pp. 30-47 ◽  
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn C. Patterson
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Pedagogical Knowledge ◽  
Classroom Engagement ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Constructive Feedback ◽  
Flipped Classrooms ◽  
Face To Face Instruction ◽  
Knowledge Content

The transformation from face-to-face instruction to digital instruction or hybrid learning requires robust pedagogical strategies. This chapter addresses key pedagogical strategies used to support online learning experiences through the lenses of evidence-based educational theories. Additionally, the TPACK framework, which asserts that instruction requires the interplay of technological knowledge, content knowledge, and pedagogical knowledge, is used to analyze students' perceptions of flipped and double flipped online courses. The data show positive dispositions of flipping and double flipping the classroom as pedagogical strategies. Flipped content provided powerful instruction and provided participants with opportunities to utilize learned multimedia skills and receive constructive feedback from the instructor and peers. Double flipping promoted more classroom engagement, interactivity, and class discussions. In both flipped and double flipped classrooms, there was a shift from an instructor-driven learning environment to a whole-class driven learning environment.

A Textbook and Other Resources for Teaching Challenge-Based Biotransport

2011 ◽  
Author(s):  
Robert J. Roselli ◽  
Kenneth R. Diller
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Direct Evidence ◽  
Real Life ◽  
Traditional Lecture ◽  
Student Activities ◽  
Effective Learning ◽  
Class Time ◽  
Learner Centered ◽  
Challenge Based Learning

An important outcome of the VaNTH ERC for Bioengineering Education Technologies is direct evidence of the effectiveness of challenge-based learning. This is a form of active learning that is based on the principle that the most effective learning environment is not only knowledge-centered, but is also learner-centered, assessment-centered and community-centered. Challenges presented in such a learning environment are most effective when they are based on real life applications that are of interest to the learner, but require the learner to extend his/her knowledge base before the challenge can be solved. By design, some of the necessary knowledge is gained outside the classroom and some is gleaned by student activities conducted inside the classroom. An objection to the use of active learning raised by some instructors is that less material can be covered in the classroom than in a traditional lecture-based course. Although this is true, it is not true that less material can be covered in an active learning course than in a lecture-only course. Instead, concepts that are easy to grasp can be moved to out-of-class activities, allowing more in-class time for the more difficult concepts. We have developed resources that can assist instructors of biotransport to begin adopting the challenge-based approach.

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