Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 274-295
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 262-288
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Preparing University Students for Flipped Learning

2015 ◽  
pp. 175-195 ◽  
Author(s):  
Linda Cresap
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Experience ◽  
Flipped Learning ◽  
Initial Experience ◽  
Information Discovery ◽  
Review Of The Literature ◽  
Student Preparation ◽  
Active Learning Strategies ◽  
Collaborative Activities

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

scholarly journals Redesigning first year anatomy and physiology subjects for allied health students: Impact of active learning strategies

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Monika Andrea Zimanyi ◽  
Nicholas F. Emtage ◽  
Pamela Lee Megaw
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Student Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
First Year ◽  
Science Students ◽  
Sport Science ◽  
Anatomy And Physiology ◽  
Active Learning Strategies

To combat high failure rates in an Anatomy and Physiology for first year Occupational Therapy, Physiotherapy and Sport Science students, a flipped classroom was introduced in 2015. It became apparent that students did not engage with materials prior to classes, but they did engage with in-class active learning strategies. In subsequent years of this study, our focus changed to delivery with student active learning in mind. The active learning approaches introduced resulted in improvements in academic performance for all three student cohorts. Occupational Therapy students’ marks improved by 12.9% when comparing pre-intervention (2014) results to the end of the post-intervention period (2017), Physiotherapy students’ marks increased by 6.9%, while the greatest gains of 14.8% were seen in Sport Science students. When investigating the relationship between student performance and university entrance scores, students with high entrance scores demonstrated modest gains in performance, while those students with lower entrance scores benefited the most. Our results suggest that the introduction of active learning may result in the transition of the learning style of students under-prepared for university studies, to be more like those of more successful students; that is, to a deeper level of learning.

scholarly journals Acceptability of Flipped Classroom Approach in Ophthalmology Clerkship Teaching

2019 ◽  
Author(s):  
Guangming Jin ◽  
Charlotte Aimee Young ◽  
Aiming Chen ◽  
Yuxian Zou ◽  
Danying Zheng
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Medicine ◽  
Traditional Approach ◽  
Clinical Problem ◽  
Self Directed Learning ◽  
Overall Acceptability ◽  
Clinical Problem Solving ◽  
Active Learning Strategies ◽  
Directed Learning

Abstract Purpose Flipped classroom is a new teaching model which has received a large amount of attention, but the overall acceptability and effectiveness of this approach in different fields of medical education is still controversial. The purpose of this study was to evaluate the acceptability of the flipped classroom in ophthalmology clerkship teaching. Methods A learning model of a traditional lecture-based approach was changed to a flipped classroom approach for a group of 5-year Clinical Medicine Program students. The flipped classroom included provided pre-session learning resources and objectives before each weekly session. In-session activities emphasized knowledge application and active learning strategies. Data regarding students’ acceptability of the new approach was obtained by anonymous questionnaires that students filled out immediately after class. Results Feedback was received from 94/94 (100%) medical students. 62.8%(59/94) of respondents preferred the flipped classroom approach over the traditional approach. Interacting with peers and needing more time/effort for preparation were the aspects liked most and least (respectively) for the flipped classroom by students. Flipped classroom was considered better in helping to train students' ability in clinical problem solving, the search and study of literature, cooperating with others, academic exchange, and self-directed learning when compared with the traditional approach. The flipped classroom approach was thought to be a more effective and inspiring way of teaching (P<0.001). Both males and females thought the flipped classroom was a useful way to help students find and solve problems, consider problems comprehensively, learn from literature, and cooperate with others. Conlusions The flipped classroom has a good acceptability in ophthalmology clerkship teaching. Further evaluation is needed when it be implemented

scholarly journals From students to scientists: The impact of interactive engagement in lectures

2018 ◽  
Author(s):  
Craig McMillan ◽  
Daphne Loads ◽  
Heather A McQueen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
University Education ◽  
Generic Skills ◽  
Graduate Attributes ◽  
Interactive Engagement ◽  
Active Learning Strategies ◽  
Continued Use ◽  
The Impact

“Graduate attributes” are widely believed to be important in developing the scientific skill-set, with generic skills being viewed as more important than discipline-specific qualities. Importantly, students need opportunities to think and practice in ways akin to experts. The continued use of didactic lectures in university education often leads to the accumulation of superficial knowledge, and does not adequately train students to acquire the skills and attributes required of an effective scientist: critical thinking, an inquiring mind and creativity. We analysed active learning lecture strategies in a second year genetics course to determine their effectiveness in developing the scientific skill-set. These were found to be more beneficial than standard lecturing. Investigation of one of these strategies, the “quecture” (an adaptation of the flipped classroom), found that students did not view this method as being the most useful, despite being the most interactive. Our evidence suggests this student resistance to result from the requirement for prior preparation, perceived as an increased workload. We advocate the incorporation of active learning strategies in lectures to support the development of students’ scientific skill–set and specifically advise the introduction of novel formats such as the quecture early in university level science education. Keywords: Active learning, interactive engagement, quecture, scientific skill-set, graduate attributes

Preparing University Students for Flipped Learning

2016 ◽  
pp. 1510-1531
Author(s):  
Linda Cresap
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Experience ◽  
Flipped Learning ◽  
Initial Experience ◽  
Information Discovery ◽  
Review Of The Literature ◽  
Student Preparation ◽  
Active Learning Strategies ◽  
Collaborative Activities

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.

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