“Effectiveness of the flipped classroom instructional method in Physiology teaching among diversified student group”-A Study from Guyana.

2019 ◽  
Vol 6 (4) ◽  
pp. 59
Author(s):  
Shubham Jain ◽  
Nagesh Babu ◽  
Sankalan Sarkar
Keyword(s):  
Flipped Classroom ◽  
Instructional Method ◽  
Student Group ◽  
Group A

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

BSW Students Coding Qualitative Data: A Teaching and Research Note

1997 ◽  
Vol 3 (1) ◽  
pp. 97-107
Author(s):  
Yvonne A. Unrau ◽  
Heather D. Coleman
Keyword(s):  
Data Analysis ◽  
Qualitative Data ◽  
Research Note ◽  
Research Experience ◽  
Student Group ◽  
Qualitative Data Analysis ◽  
Text Data ◽  
Teaching And Research ◽  
Group A ◽  
Approach To Teaching

This study explores how BSW students code qualitative data and describes an approach to teaching introductory qualitative data analysis to this student group. A first-level coding task of text data was conducted by 111 students. Their resulting codes were then examined for individual coding styles. This study found that different coding styles do exist and can be assessed. Also, students with research experience rated the coding task less difficult than those without research experience. The study's findings have implications for teaching qualitative data analysis to BSW students and for using undergraduate assistance in analyzing qualitative data.

scholarly journals Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

2021 ◽  
Vol 9 (1) ◽  
pp. 31-36
Author(s):  
Vibha Rani
Keyword(s):  
Antiepileptic Drugs ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Learning Experience ◽  
Dental Students ◽  
Traditional Classroom ◽  
Group A ◽  
Second Year ◽  
Power Point ◽  
Group B

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

scholarly journals A Student Parent Assistance Pilot Program for Incoming Associate Degree Students

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
John Hudesman ◽  
Nicholas Millet ◽  
Dorie Clay
Keyword(s):  
Associate Degree ◽  
Family Members ◽  
Pilot Program ◽  
Student Group ◽  
Positive View ◽  
Course Content ◽  
Academic Challenges ◽  
Group A

This Student Parent Assistance Pilot Program engaged family members to support their students in adapting to the academic challenges of entering college. Materials were constructed so that family members did not have to be knowledgeable in the course content in order to assist their students. Outcomes indicated that participating students and their family members had a more positive view of the program than did a non-participating comparison student group. A student vignette is used to illustrate the students’ positive view of the program.

scholarly journals EFFECTIVENESS OF FLIPPED SMALL GROUP TEACHING IN UNDERSTANDING PRACTICAL KNOWLEDGE IN MICROBIOLOGY

2021 ◽  
pp. 126-129
Author(s):  
Swapna Kanade ◽  
Gita Nataraj
Keyword(s):  
Small Group ◽  
Flipped Classroom ◽  
Performance Test ◽  
Practical Knowledge ◽  
Group Discussion ◽  
New Technique ◽  
Small Group Teaching ◽  
Feedback Form ◽  
Group A ◽  
Group B

Flipped Classroom is a new technique used in teaching.This study is conducted to determine if a flipped small group discussion is an effective learning method for undergraduates learning clinical microbiology,as compared to traditional practical class in achieving improved understanding, retention and greater satisfaction in the students and to evaluate this system through student feedback. The study was initiated after Institutional Ethics Committee's approval.Materials were developed and validated before commencement of the study.A total of 144 students were included in the study.A 45-minute lecture by a faculty on the selected topic was taken for all the students after which the students were randomly assigned to the groups A or B as follows: Group A: Flipped small group teaching, Group B:Traditional practical class.Validated material of the practical class was send to students of group A one day before of practical class by email.The same was also made available to teachers.Flipped small group teaching and traditional practical class was conducted on the same day for group A and B respectively. After the session, the students administered the performance test as well as the feedback form. Surprise performance test was re-administered to the same students at the end of 15 days to test for subject retention. Results:Significant increase in the marks of the performance test was observed in the group “A“ students as compared to group B students in both first and second test. The feedback given by the students about subjective learning experiences in terms of the enjoyment of the new technique, attention, comfort, and increase in the confidence, participation and whether they would like further learning using the same format definitely had a higher score in Groups A compared with Group B Conclusions: Use of Flipped classroom approach in health education yields a statistically significant improvement in learner performance compared with traditional teaching methods.Use of mobile phone or computer is more acceptable to the students than traditional didactic approach

scholarly journals Why should a Laboratory be required for Linear Circuits I ?

2018 ◽  
Vol 4 (2) ◽  
pp. 10
Author(s):  
Klaus Wuersig
Keyword(s):  
Practical Knowledge ◽  
Student Group ◽  
Fall Semester ◽  
University Of Pittsburgh ◽  
Op Amp ◽  
Op Amps ◽  
Group A ◽  
Linear Circuits ◽  
The University ◽  
Insight Into

When in the fall semester of 2017 at the University of Pittsburgh at Bradford, a Laboratory was added to Linear Circuits I , it provided an absolute amazing insight into the absence of practical knowledge of students. They could not identify resistors, or capacitors. They had in most cases no idea what a DMM was and how to use it. Setting up fairly simple circuits on a proto-board and making voltage and current measurements had to be shown to each Lab group. A Lab experiment with an Op-Amp meant, that several of the Op-Amps were sacrificed to the smoke god. Students were amazed by what an Oscilloscope could do and how one could see the charge and discharge of a capacitor. At the end of each experiment, MatLab was used to verify the practical results obtained. What was gratifying at the end of the semester that each student group had high praise for the inclusion of a Laboratory into the curriculum. All the frustration and the extra work involved was worth it if one looked at the final result and that a practical component had been added to the students background, which would serve them well in a summer internship or in the Co-op program.

scholarly journals The Effect of Extra Educational Elements on the Confidence of Undergraduate Dental Students Learning to Administer Local Anaesthesia

2021 ◽  
Vol 9 (7) ◽  
pp. 77
Author(s):  
Mats Sjöström ◽  
Malin Brundin
Keyword(s):  
Local Anaesthesia ◽  
Dental Students ◽  
Peer Instruction ◽  
Practical Training ◽  
Student Group ◽  
Correct Model ◽  
Fellow Student ◽  
Group A ◽  
Group B ◽  
Practical Instruction

Local anaesthesia is taught early in the practical part of dental programs. However, dental students express uncertainty and concern before their practical training in local anaesthesia. The aim of this study was to evaluate how extra educational elements in the teaching of local anaesthesia affect students’ confidence using local anaesthesia. The students were divided into three groups (A, B and C). Group A received the same education that was used the previous year (i.e., four hours of theoretical lectures followed by four hours of practical exercises performed on a fellow student). Group B did their practical training on fellow students in groups of three, with each student taking turns performing, receiving and observing the procedure. Group C received training using an anatomically correct model before their practical training on a fellow student. After each training step, the students completed a questionnaire about their confidence administering local anaesthesia. The students experienced a significant increase in confidence after each educational step. Combining theory and practical instruction, including the use of anatomically correct models and peer instruction, improved students’ confidence in administering local anaesthesia. The greatest increase in confidence was in the students placed in groups of three where each student performed, received and observed the procedure.

A Comparative Analysis of Blended Models at Tertiary Level

2021 ◽  
pp. 248-271
Author(s):  
Vijaya Kumar S. ◽  
Tamilarasan P.
Keyword(s):  
Learning Outcomes ◽  
Instructional Method ◽  
Tertiary Level ◽  
Test Results ◽  
Blended Instruction ◽  
Homogeneous Groups ◽  
Group A ◽  
Group B ◽  
The Impact ◽  
Online Group

In this research study, the learning outcomes of a blended learning course in an ESL classroom is reported. Although previous research studies have adequately addressed the effect of blended instruction on learning outcomes, there is a dearth of research on the effectiveness of flipped and online model. A review of current literature on online and flipped models revealed that both these models positively impact the learning outcomes. Since this study aims to measure the impact of these two models, an experimental research design was chosen. Two homogeneous groups with a sample size of 22 from each were randomly selected for the study. The instructional method for Group A was the flipped model, and the instructional method for Group B was the online lab model. The t-test results indicated that the the flipped group outperformed the online group.

The Creswell Library of Islamic Art and Architecture at the American University in Cairo Part Two: The Evolution of a Teaching Library 1973-1992

1993 ◽  
Vol 18 (1) ◽  
pp. 39-48
Author(s):  
Joyce Pressey Tovell
Keyword(s):  
Islamic Art ◽  
Student Group ◽  
Rare Book ◽  
American University ◽  
Special Collections ◽  
Standard Procedures ◽  
Group A ◽  
Original Owner ◽  
American University In Cairo ◽  
Art And Architecture

From 1973 until early 1992, the Creswell Library of Islamic Art and Architecture, first established at the American University in Cairo (AUC) in 1957, evolved from a restricted research library dominated by its original owner, K. A. C. Creswell, into a teaching and research branch library integrated within the university’s library system. International politics and university-wide library needs delayed improvements, but the Creswell collection was fully catalogued and interfiled when the new Main Library opened in 1982. As use of the Creswell Library accelerated, stacks nominally closed were opened to faculty and trusted students until standard procedures resumed after a 1989 budget and staff increase, anticipating the library’s 1992 incorporation in AUC’s new Rare Book and Special Collections Library.A marked increase in MA degrees awarded in the discipline and in use by visiting researchers during the library’s final years testifies to its effectiveness in supporting the study of Islamic art. Assessments of the library’s overall contribution, however, must balance the value of a core collection of beautiful books, little used, against an incalculable loss: the records of Cairo buildings no longer extant that would have resulted from the larger student group a more accessible library would have encouraged.

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