Abstract
The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a “semi-flipped” environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The students’ academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perceptions of self-cognition (p < 0.05) compared to the control group. Moreover, the effectiveness of the blended Biochemistry classroom on the small size class (Nursing major) was stronger than on the large size class (Clinical Medicine major).
Highlights
With the development of computers and internet, advances in information technology have enabled innovations in teaching and learning with new pedagogical methods and modes including flipped classrooms, Massive Open Online Courses (MOOC), and blended classes (Crouch and Mazur, 2001; Kuehl et al, 2019)
The new blended classroom based on MOOC and a “semi-flipped” environment was first applied to Biochemistry instruction for students majoring in Nursing and Clinical Medicine, which has not been reported in medical teaching to the best of our knowledge
In the second survey of this study, when students were asked whether they preferred the blended classroom or traditional classroom in future, 89% of students in Nursing major and 62% of student in Clinical Medicine major preferred the blended classroom, respectively. These results indicated that the students in small size classes were more satisfied with the blended classroom than those of large size classes
Summary
With the development of computers and internet, advances in information technology have enabled innovations in teaching and learning with new pedagogical methods and modes including flipped classrooms, Massive Open Online Courses (MOOC), and blended classes (Crouch and Mazur, 2001; Kuehl et al, 2019). The earliest flipped classroom was originated from Mazur’s creation of peer instruction in 1990s (Crouch and Mazur, 2001). Known as inverted classroom, is becoming an increasingly popular pedagogical method in higher education. A scholar defined the complete FLIPPED model, consisting of Flexible Environment, Learning Culture, Intentional Content and Professional Educator, Progressive Networking Activity, Engaging and Effective Learning Experiences and Diversified and Seamless Platforms (Chen et al, 2014).
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