Long term comparison between flipped classroom and team-based learning on a prosthodontic class

2019 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Correct Answer ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

2020 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Study Materials ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning ◽  
The Individual

Abstract Background: Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students study before the class, take the Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), and then discuss Group Assignment Projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data. Methods: Flipped classroom and TBL effectiveness was assessed from the results of the term-end examinations at the end of the semester from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations. The dentists were clinical prosthodontic residents who graduated within 3 years from undergraduate course. All prosthodontic residents attended the referential examinations. Results: The term-end examination score of FC and TBL did not show a statistical difference. Multi-way ANOVA showed that the referential examination scores by the dentists were significantly higher than that of the students (P < 0.0001). According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials. Conclusions: There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
pp. 1818-1834
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Learning Model ◽  
Achievement Test ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

A Method Based on Self-Study Log Information for Improving Effectiveness of Classroom Component in Flipped Classroom Approach

2016 ◽  
Vol 4 (2) ◽  
pp. 17-32 ◽  
Author(s):  
Katsuyuki Umezawa ◽  
Takashi Ishida ◽  
Michitaka Aramoto ◽  
Manabu Kobayashi ◽  
Makoto Nakazawa ◽  
...  
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Group Learning ◽  
Achievement Test ◽  
Teaching Materials ◽  
Classroom Activities ◽  
Self Study ◽  
E Learning

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional roles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

Assessment as Learning in Medical Education: Feasibility and perceived impact of student-generated formative assessments (Preprint)

2021 ◽  
Author(s):  
RITU LAKHTAKIA ◽  
Farah Otaki ◽  
Laila Alsuwaidi ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Lifelong Learning ◽  
Educational Intervention ◽  
Flipped Classroom ◽  
Peer Collaboration ◽  
Formative Assessments ◽  
Deep Dive ◽  
Assessment As Learning

BACKGROUND Self-regulated learning (SRL) is a vital competency, desirable to sustain lifelong learning in health professions education. Contemporary education practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning like the flipped classroom and team-based learning. Assessment as learning (AaL) can be a unique way to inculcate SRL through active learning habits. It charges the student to create formative assessments reinforcing student-centered deep learning, and critical thinking. OBJECTIVE This study aims to explore, from the learners’ perspective, the feasibility and perceived learning impact of student generated formative assessments. METHODS The study relied on a convergent mixed methods approach to research. An educational intervention was deployed on a cohort of students in the second year of a six-year undergraduate medical program as part of a single course curriculum delivery. This AaL intervention engaged students in generating assessments using peer-collaboration, tutor facilitation, and feedback. Quantitative and qualitative data of student perceptions were collected through a survey. Quantitative survey data was analysed using SPSS. Qualitative inputs underwent thematic analysis. RESULTS Students’ overall score of satisfaction with the AaL educational intervention was 84%. On quantitative analysis, this was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis, included: prominent characteristics, immediate gains, and expected long-term benefits of their engagement. The prominent characteristics included individuals’ engagement, effective interdependencies, novelty, and time requirement. The identified immediate gains highlighted increased motivation, and acquisition of knowledge and skills. The expected long-term benefits, included critical thinking and problem solving, and clinical reasoning. CONCLUSIONS As a form of AaL, student-generated assessments were perceived as viable, constructive, and a stimulating educational exercise by the student-authors. In the short term, the activity provided students a fun, challenging opportunity to deep dive into the content, be creative in designing questions, and improve exam-taking skills. In the long-term students expected an enhancement of critical thinking, and inculcation of student-centred attributes of self-regulated lifelong learning and peer collaboration, vital to the practice of medicine.

scholarly journals Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

2018 ◽  
Vol 42 (3) ◽  
pp. 424-428 ◽  
Author(s):  
Nikhilesh Singh ◽  
Richa Gupta ◽  
V. N. Mahalakshmi
Keyword(s):  
Active Learning ◽  
Faculty Member ◽  
Learning Strategy ◽  
Intervention Group ◽  
Problem Based Learning ◽  
Learning Session ◽  
Related Item ◽  
Large Group ◽  
Team Based Learning ◽  
Quartile Group

To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes. Structured exercises were preplanned on six different concepts that a student should possess for solving the problem. The large group of 250 students was divided into groups of 41 or 42 each. The groups were facilitated by one faculty member for one structured exercise. At the station, the group of 41 or 42 was further broken down into 6 smaller groups comprising 7 students each. After completion of the exercise, students cycled to the next exercise station facilitated by another faculty member. The case was solved in a plenary session. The effectiveness of the method was assessed by comparing the academic performance of the group with other similar groups from the previous year. The intervention group performed significantly better than the nonintervention group on the related item. Quartile subanalysis found that the effect was present in the performance of average and higher quartile groups, but not in the lower quartile group.

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