Abstract
The audience response system (AUD) and flipped classroom (FLP) strategies have been applied globally in higher education. However, to the best of our knowledge, there have been no studies comparing AUD and AUD with FLP(FLP+AUD). This study examined whether FLP+AUD might be the most effective teaching method for pharmaceutical students compared with the traditional face-to-face (TRA) and AUD lecture styles. We recruited second-year (P2) university students in Japan from 2017 to 2019 and conducted
Highlights
Japan’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) defined active learning academically with the following statement in 2012: Students that have little purpose and motivation need to adopt an attitude of independent study
There were no significant differences in the gender distribution between the years or the external exam scores
We found no significant difference in learning outcomes between the audience response system (AUD) and the flipped classroom (FLP)+AUD groups
Summary
Japan’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) defined active learning academically with the following statement in 2012: Students that have little purpose and motivation need to adopt an attitude of independent study. “Expected approaches to the university” include developing interactive learning, a smaller number of students per class, and the active use of teaching assistances and student assistants. Such changes illustrate promoting guidance and utilizing communication technology and information [1]. This study sought to determine whether combining FLP with AUD (FLP+AUD) might produce better learning outcomes than either method alone by comparing TRA and AUD for teaching pharmaceutical students at a Japanese university
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