scholarly journals Evaluating nursing students' engagement in an online course using flipped virtual classrooms

2019 ◽  
Vol 10 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Craig Phillips ◽  
Jacqueline O'Flaherty
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Course Grades ◽  
Virtual Class ◽  
Virtual Classes

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Involving postgraduate medical students in pharmacology practical classes by e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
Asma Akter Abbasy ◽  
Mir Misbahuddin
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Face To Face ◽  
Class A ◽  
Virtual Class ◽  
Virtual Classes ◽  
Post Test ◽  
E Learning ◽  
Questionnaire Surveys ◽  
Teaching Modules

The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class,  a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

scholarly journals Hybrid Online Delivery of a Pharmacy Residency and Fellowship Elective Course

2018 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
Taylor D Steuber ◽  
Kristin M Janzen ◽  
Tracy L Sprunger ◽  
Sarah A Nisly
Keyword(s):  
Online Course ◽  
Online Delivery ◽  
Online Platform ◽  
Face To Face ◽  
Class Time ◽  
Course Grades ◽  
Course Objectives ◽  
Course Placement ◽  
Elective Course ◽  
Student Demand

  Objective: To describe and evaluate the transition of a pharmacy residency and fellowship (PRF) elective course to a hybrid online platform. Innovation: In 2016, the 1-credit hour PRF elective was transitioned from a live, synchronous course to a hybrid online platform. Over the course of the semester, students completed eight modules along with assignments that pertained to a different component of PRF. Course grades and evaluations, as well as PRF placement rates, were compared between 2015 (live, synchronous course) and 2016 (hybrid online course). There were no differences in overall course grades or student evaluations of individual relevant course objectives between the two course formats. However, more students rated the course as excellent during the 2015 live, synchronous course. Placement rates were similar between students who took the course in 2015 and 2016. Critical Analysis: Following the transition of a PRF elective to a hybrid online platform, course grades, evaluation of individual relevant course objectives, and PRF placement rates remained similar to previous years. Creative educational venues can help meet the student demand while simultaneously allowing faculty to manage their time. However, instructors should balance this with desire of students to have more face-to-face in class time.     Type: Note

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

2020 ◽  
Vol 8 (2) ◽  
pp. 244
Author(s):  
Puspita Ratna Susilawati
Keyword(s):  
Flipped Classroom ◽  
Thinking Skills ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Face To Face ◽  
Lecture Material ◽  
Whole Mount ◽  
Post Class

The implementation of the flipped classroom model was one of the efforts to prepare quality human resources and master the skills of the 21st century. Face-to-face activities that were more of an analysis, evaluating, and creating in a flipped classroom could train critical thinking skills and had a direct impact on students' understanding. The purpose of this study was to analyze the implementation of the flipped classroom model and its effect on students' understanding of the whole mount material (pollen and spore acetolysis) in microtechnique courses. This research was a quasi-experiment with nonequivalent control group design. The independent variable was the flipped classroom model, while the dependent variable was student understanding. Test (pretest and posttest) was used as data collection techniques. Data analysis was performed by calculating the N-gain then t-test. The learning design was divided into pre-class, in-class, and post-class stages. The in-class stage is designed using the practicum method. The results showed that the percentage of students with high and moderate N-gain categories in the control group was 43.76%, while in the treatment group was higher, namely 64.87%. The implementation of a flipped classroom could improve student understanding of lecture material.

The Professional Learning Model (PLM™)

2011 ◽  
pp. 1686-1692
Author(s):  
David E. Leasure ◽  
Amy Peterson ◽  
Richard Kettner-Polley ◽  
Scott Van Tonningen
Keyword(s):  
Professional Learning ◽  
Real World ◽  
Thinking Skills ◽  
Learning Model ◽  
World Knowledge ◽  
Online Delivery ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Assessment Of Student Learning ◽  
The University

Late in 2003, Colorado Technical University prepared to develop a large number of programs for online delivery. As part of the planning, the university developed its professional learning model (PLM™) to ensure online and face-to-face courses would address student motivation, employ proven teaching techniques, integrate theory with practice, teach real-world knowledge and skills, and support assessment of student learning. PLM™ courses focus on mastery of professional knowledge and skills by applying what is taught in the course to the construction of authentic deliverables that are produced in the professional environment, such as project plans, software programs, or electronic devices. CTU PLM™ engages the student in complex, real-world projects and scenarios that require them to organize, research, and solve problems. Essentially, it allows students to practice skills in real world situations. Professional learning naturally answers the student question, “How will I use this in the real world?” It allows students to easily establish the connection between what they learn in the classroom and real world issues and practices. This learning method encourages students to use higher levels of thinking skills by having them look critically and creatively at problems that don’t have one right answer. Students learn about information in situations that are similar to the professional situations in which they will use the information in the future.

Decision-Making between Online and Frontal EFL Courses

1970 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Bethe Schoenfeld ◽  
Samia Zeid ◽  
Ido Liberman
Keyword(s):  
Decision Making ◽  
Selection Process ◽  
Online Course ◽  
Learning Needs ◽  
Online Delivery ◽  
Face To Face ◽  
Course Grades ◽  
Learning Success ◽  
It Department ◽  
Delivery Platform

This research provides an understanding of how Western Galilee College (WGC) students decided which course delivery format to take i.e., online self-access learning vs. face-to-face (F2F) for a mandatory academic English course. The current study investigated the compatibility or incompatibility of the online course initiatives to the students’ decision-making behaviours. For the study, interviews as well as a questionnaire before the final department-wide exam were utilized. Moreover, information concerning learning outcomes (final course grades) for all students registered in English as a Foreign Language (EFL) courses was received from the WGC IT department. In general, the study found that WGC students emphasized the technical aspects (price, convenience, flexibility) instead of the essential aspects of the course (personalization, quality of learning, success in the course) in choosing a virtual course over a F2F format. Additionally, in the selection process, these students did not consider the uniqueness of an English course (as a language course) and its relative lack of suitability in the virtual format. Moreover, the students did not rely on professional consultation to weigh the suitability of the online course for them. Finally, students’ grades at the end of the English course were remarkably lower in the online course than in the traditional courses. Based on the evidence presented, it can be concluded that language classes are not always suitable for an online delivery platform. The results of this research will have ramifications as to how to tailor future English courses to the students’ learning needs.

Medication Mathematics Competency and Confidence in Nursing Students

2020 ◽  
Vol 47 (1) ◽  
pp. 48-59
Author(s):  
NADINE WODWASKI ◽  
JAIME SINUTKO
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Nursing Profession ◽  
Mathematical Education ◽  
Self Directed Learning ◽  
Face To Face ◽  
Course Grades ◽  
Directed Learning

ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.

scholarly journals University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown

2022 ◽  
Vol 12 (1) ◽  
pp. 31
Author(s):  
Felicity I. McLure ◽  
Rekha B. Koul ◽  
Barry J. Fraser
Keyword(s):  
Student Attitudes ◽  
Mode Of Delivery ◽  
Female Students ◽  
Emotional Climate ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
University Level ◽  
Classroom Emotional Climate

With the advent of COVID-19, universities around the world have been forced to move to a fully online mode of delivery because of lockdown policies. This led to a flurry of studies into issues such as internet access, student attitudes to online learning and mental health during lockdown. However, researchers need a validated survey for assessing the classroom emotional climate and student attitudes towards learning in universities that can be used for online, face-to-face or blended delivery. Such a survey could be used to illuminate students’ perceptions of the experiences that make up learning at university level, in terms of such factors as care from teachers, collaboration and motivation. In this article, we report the validation of a University Classroom Emotional Climate (UCEC) questionnaire and an Attitudes to Learning scale, as well as their use in comparing the classroom emotional climate and attitudes during COVID-19 lockdown (fully online delivery) with post-lockdown (mixed-mode delivery). Female students experienced the post-lockdown condition significantly more positively than during lockdown for all scales except Care, while the only significant difference for males between the during and post-lockdown was their choice to engage with learning (Control) and the degree of Challenge that they found with the learning materials.

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