scholarly journals Enhancing the Effectiveness of Flipped Classroom in Health Science Education: A State-of-the-art Review

2021 ◽  
Author(s):  
Janique Oudbier ◽  
Gerard Spaai ◽  
Karline Timmermans ◽  
Tobias Boerboom
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
State Of The Art ◽  
Health Science ◽  
Learning Goals ◽  
Affecting Factors ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Mediating Factors ◽  
Assessment Approach

Abstract Background. In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as learning achievement, the achievement of higher learning goals, and student perceptions. Methods. A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. Results. After screening the studies based on the inclusion-and exclusion criteria, 60 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner’s level of self-regulated learning, teacher’s role and motivation, assessment approach, and guidance during self-study. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. Conclusion. This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.

scholarly journals Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Janique Oudbier ◽  
Gerard Spaai ◽  
Karline Timmermans ◽  
Tobias Boerboom
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
State Of The Art ◽  
Health Science ◽  
Learning Goals ◽  
Affecting Factors ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Mediating Factors ◽  
Assessment Approach

Abstract Background In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. Methods A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. Results After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner’s level of self-regulated learning, teacher’s role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. Conclusion This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.

The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort

2016 ◽  
Vol 16 (1) ◽  
pp. 36-46
Author(s):  
Minna Lyons ◽  
Maria Limniou ◽  
Ian Schermbrucker ◽  
Caroline Hands ◽  
John J. Downes
Keyword(s):  
Big Five ◽  
Flipped Classroom ◽  
Teaching Styles ◽  
Positive Association ◽  
Learning Goals ◽  
Significant Positive Association ◽  
Traditional Lecture ◽  
Learning And Teaching ◽  
Context Of Learning ◽  
Lecture Time

Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students’ deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences that influence preference for different teaching styles. In the present study, undergraduate Psychology students ( n = 200) answered questions about exam preparedness, learning goals, preference for the traditional or flipped classroom, and the Big Five of personality. We found that preference for the flipped classroom had a significant, positive association with agreeableness and the mastery goal. Preference for the traditional lecture was predicted by beliefs about exam preparedness. The results are discussed with a reference to the Big Five paradigm in the context of learning and teaching.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom

TechTrends ◽  
2018 ◽  
Vol 63 (4) ◽  
pp. 369-375 ◽  
Author(s):  
Ying Xiu ◽  
Michael Edward Moore ◽  
Penny Thompson ◽  
Donald P. French
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
Lecture Capture

Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

2016 ◽  
Vol 78 (6) ◽  
pp. 471-479 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Flipped Classroom ◽  
Additional Benefit ◽  
Learning Goals ◽  
Flipped Learning ◽  
Pedagogical Approach ◽  
Content Mastery ◽  
Class Time ◽  
Initial Instruction

Active learning is known to be a key component of student engagement and content mastery. Flipped learning is a pedagogical approach that moves passive, initial instruction out of the classroom (usually as recorded videos) and reserves class time for active-learning exercises that fortify learning. Reports have demonstrated the success of flipped learning, but it is unclear whether that success is due to students watching videos at home (i.e., the “flipped” structure of the flipped classroom) or to the active learning that takes place in class. I sought to answer that question by comparing two sections of sophomore-level college genetics. One section was flipped and the other taught traditionally, but with extensive active learning included as homework. Student satisfaction, performance on quizzes and exams, and overall achievement of course learning goals were compared. Interestingly, after taking into account the diversity of academic strength in both sections, there was no difference between the sections for any of the measured parameters. Although flipped learning may offer no additional benefit over other forms of active learning, it is far easier and more efficient to embed and integrate active learning into a flipped classroom.

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