Student Perceptions of a Modified Flipped Classroom Model for Accreditation in a Pharmacotherapeutics Course

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.

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

TechTrends ◽

10.1007/s11528-018-0293-6 ◽

2018 ◽

Vol 63 (4) ◽

pp. 369-375 ◽

Cited By ~ 3

Author(s):

Ying Xiu ◽

Michael Edward Moore ◽

Penny Thompson ◽

Donald P. French

Keyword(s):

Student Perceptions ◽

Flipped Classroom ◽

Lecture Capture

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Advances in medical education and practice: student perceptions of the flipped classroom

Advances in Medical Education and Practice ◽

10.2147/amep.s109037 ◽

2017 ◽

Vol Volume 8 ◽

pp. 63-73 ◽

Cited By ~ 73

Author(s):

Christopher Ramnanan ◽

Lynley Pound

Keyword(s):

Medical Education ◽

Student Perceptions ◽

Flipped Classroom

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Relationships in the Flipped Classroom

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2017.3.8 ◽

2017 ◽

Vol 8 (3) ◽

Cited By ~ 8

Author(s):

Brett M McCollum ◽

Cassidy L Fleming ◽

Kara M Plotnikoff ◽

Darlene N Skagen

Keyword(s):

Student Perceptions ◽

Flipped Classroom ◽

Research Participant ◽

First Year ◽

Flipped Instruction ◽

Academic Reading ◽

Student Interview ◽

Flipped Classrooms ◽

Multiple Attempt ◽

Student Reflections

This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions. Cet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les réflexions des étudiants et les observations en salle de classe soutiennent également ces conclusions.

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A Teaching Model for the College Algebra Flipped Classroom

Curriculum Design and Classroom Management ◽

10.4018/978-1-4666-8246-7.ch029 ◽

2015 ◽

pp. 513-536

Author(s):

Lori Ogden ◽

Laura J. Pyzdrowski ◽

Neal Shambaugh

Keyword(s):

Student Learning ◽

Student Perceptions ◽

Flipped Classroom ◽

Mathematics Learning ◽

College Algebra ◽

Classroom Teaching ◽

Teaching Model ◽

Student Survey ◽

Design And Development ◽

Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

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A Teaching Model for the College Algebra Flipped Classroom

Promoting Active Learning through the Flipped Classroom Model - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4987-3.ch003 ◽

2014 ◽

pp. 47-70 ◽

Cited By ~ 7

Author(s):

Lori Ogden ◽

Laura J. Pyzdrowski ◽

Neal Shambaugh

Keyword(s):

Student Learning ◽

Student Perceptions ◽

Flipped Classroom ◽

Mathematics Learning ◽

College Algebra ◽

Classroom Teaching ◽

Teaching Model ◽

Student Survey ◽

Design And Development ◽

Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

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

Chemistry Education Research and Practice ◽

10.1039/c7rp00186j ◽

2018 ◽

Vol 19 (2) ◽

pp. 520-532 ◽

Cited By ~ 1

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.

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