scholarly journals Flop to Flip: Integrating Technology and Team-Based Learning to Improve Student Engagement

2021 ◽  
Author(s):  
Diana Veneri ◽  
Elizabeth Mongillo
Keyword(s):  
Student Performance ◽  
Small Groups ◽  
Student Perception ◽  
Evidence Based ◽  
Short Summary ◽  
Team Based Learning ◽  
Informal Assessment ◽  
Course Changes ◽  
Class Assignment ◽  
Micro Learning

Purpose: The first attempt to develop and instruct a new course in evidence-based practice in a physical therapy curriculum proved problematic. The purpose of this paper is to describe the method of revising this traditionally taught course using a combination of flipping the classroom, team-based learning, and technology. Methods: Working with an Instructional Design Specialist, a weekly online preparatory module was created for each content topic using a variety of multimedia learning provisions including micro learning videos (PowerPoint with voiceover), transcript of the PowerPoint, a list of vocabulary words, reading, Quizlet, Flipgrids and Concept Checks. Each week’s module was introduced with a listing of objectives, goals, time to complete tasks and a description of the in-class activities. Class began with a weekly 10-question vocabulary quiz to hold students accountable for their preparation. A short summary lecture followed. Students were then given an in-class assignment to complete either in pairs or small groups. Discussion of the assignment completed the session. Most of the assignments were submitted electronically prior to discussion for grading purposes. Several also utilized a team-based learning format. Pairs of students complete an assignment; students then convene with their group and discuss and complete the same assignment. This process facilitates a more active learning environment. Result: Students were consistently prepared for class as evidenced by their quiz performance. Informal assessment of the online preparatory modules was performed using a “One-Minute Paper” assessment. Students reported that the PowerPoint with voiceover, Quizlet, Concept Checks, and the weekly list of vocabulary terms were most helpful, whereas Flipgrids and reading were not helpful. In-class activities were interactive and facilitated deeper conversations about the content. Conclusion and Recommendations: The outcomes provided reflect student perception solely, which may have been biased by the instructor’s presence in the course. Formal assessment of changes was not possible using student performance as a measure because the course had dramatically changed from year one to year two. A more formal, scientific assessment is recommended to determine if and how course changes affected student performance.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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 From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

scholarly journals Clicker Supported Team-Based Learning Environment: A Qualitative Study

2018 ◽  
Vol 14 (09) ◽  
pp. 98 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Engineering Students ◽  
Learning Strategy ◽  
Student Perception ◽  
Interactive Learning Environments ◽  
Structured Interview ◽  
First Year ◽  
Application Process ◽  
Content Analysis Method ◽  
Team Based Learning

In recent years Clicker technology has been widely used at universities to provide interactive learning environments<em>. </em>It is used with suitable pedagogic approaches to obtain the expected learning outcome. The aim of the study is to specify student views about the environment developed as a result of the integration of Team-based learning strategy and clicker technology in education. The participants are 30 first-year engineering students taking Physics I at Near East University. A case study design was used in this research. After overviewing the literature, the researcher prepared a semi-structured interview form to collect the data. İnterviews at the voluntary base was given after a five-week application process. The data were analyzed through content analysis method. The findings indicated that student perception of clicker supported Team-Based learning was positive. The students admitted that this environment enhanced their learning and they even made suggestions. This study can help educationalists integrate clicker technology in Team-Based learning strategy.

scholarly journals First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Rudi Klein ◽  
Chiara Tomassoni ◽  
Gayathri Rajaaman ◽  
Maxwell Winchester ◽  
Norman Eizenberg ◽  
...  
Keyword(s):  
Student Performance ◽  
Learning Experience ◽  
Student Perception ◽  
Visual Learning ◽  
Functional Anatomy ◽  
Gross Anatomy ◽  
First Year ◽  
Topographical Anatomy ◽  
Anatomy Laboratory ◽  
Student Grades

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

scholarly journals The Development of a Community-Based Drug Intervention for Filipino Drug Users

2018 ◽  
Vol 12 ◽  
Author(s):  
Ma. Regina M. Hechanova ◽  
Arsenio S. Alianan ◽  
Mendiola T. Calleja ◽  
Isabel E. Melgar ◽  
Avegale Acosta ◽  
...  
Keyword(s):  
Small Groups ◽  
Drug Users ◽  
Developing Economies ◽  
Evidence Based ◽  
Adaptation Process ◽  
Community Based ◽  
Drug Intervention ◽  
Relational Values ◽  
Community Stakeholders ◽  
Self Construal

This article documents the development of a community-based drug intervention for low- to mild-risk drug users who surrendered as part of the Philippine government's anti-drug campaign. It highlights the importance of developing evidence-informed drug recovery interventions that are appropriate to the Asian culture and to developing economies. Interviews and consultations with users and community stakeholders reveal the need for an intervention that would improve the drug recovery skills and life skills of users. Evidence-based interventions were adapted using McKleroy and colleagues’ (2006) Map of Adaptation Process (MAP) framework. The resulting intervention reflected the country's collectivist culture, relational values, propensity for indirect and non-verbal communication, and interdependent self-construal. The use of small groups, interactive and creative methodologies, and the incorporation of music and prayer also recognised the importance of these in the Philippine culture.

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

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