How to Flip the Classroom-"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

For ecology faculty members not directly involved in pedagogical research, it can be daunting to decide among the many new tools and approaches available to improve teaching and learning. Problem-based learning (Edens 2000), blended learning (Garrison and Kanuka 2004), case-based teaching (Herreid et al. 2011), active learning (Bean 2011), MOOCs (Daniel 2012), and flipping the classroom (Bergmann and Sams 2008, Bergmann and Sams 2012, Fulton 2012, Tucker 2012, Bishop and Verleger 2013, Herreid and Schiller 2013) are just a few of the new methods being evaluated and implemented in educational theory and practice. Flipping the classroom is the process of moving traditional lecture content teaching to videos watched by students outside the class, while simultaneously moving activities such as homework and group projects into the classroom (Bergmann and Sams 2008, 2012). At our university, replacement of traditional introductory biology lectures with recorded “talking head” videos in the late 1970’s and early 1980’s was an abysmal failure, one that damaged the reputation of our department long after the practice was abandoned. How does “flipping the classroom” differ from this? In what context might it make sense to move content delivery outside the classroom, while moving homework and group exercises into the traditional lecture period?

There is growing evidence showing that outcomes improve when students are involved in an active classroom, as opposed to the more traditional, didactic lecture. One type of active classroom that is becoming more popular is the flipped classroom. A flipped classroom requires students to complete assignments prior to class, so they have exposure to the material that will be covered in the upcoming lecture. Class time is then used to reinforce concepts and answer questions through a variety of activities which require students to be active participants. Despite evidence that shows that students often benefit from participation in an active classroom, most “flipped classrooms” are utilized in low enrollment classes. However, enrollment in anatomy and physiology classes at large institutions often exceeds 100 and can be as high as 900 students. Flipping a large enrollment class presents many logistical hurdles. Thus, the purpose of this study was to see if a flipped classroom could be effectively employed in a large enrollment class, and how this change in classroom format would affect exam scores. We hypothesized that exam scores would be higher in a flipped classroom compared to a traditional, didactic lecture. This study compared the first two exam scores from students enrolled in a 200-level introductory human physiology class during the Fall 2022 and Fall 2023 semesters. The topics for each exam were similar across semesters. The first exam covered core concepts, cell biology and nervous system. The second exam covered nervous system, special senses, and muscular system. The Fall 2022 semester and Fall 2023 had enrollments of 269 and 422 students, respectively. For each semester, students attended four, 50-minute in-person classes, as well as a 110-minute in-person lab. Exams were 50-minutes in length and composed of ~45 multiple-choice questions. While the content and exam set-up were similar between semesters, many exam questions were different between semesters. The Fall 2022 class was taught using a more traditional format, which primarily consisted of didactic lecture, which included active periods where students worked together to answer sample exam questions using TopHat. Students were not required to complete any pre-class assignments, but they did have a weekly, low-stakes formative quiz which helped them assess their understanding of the current week’s topics. The Fall 2023 class utilized a flipped method. Prior to each class, students were expected to watch 2-3 short 8-10 minute videos which were embedded with PlayPosit questions, complete a worksheet with 3-4 questions covering important concepts, and take a 5-question pre-class quiz. Students received points for attending class during both semesters. Students in the flipped classroom (81.7 ± 12.7%) achieved higher Exam 1 scores than those in the traditional classroom (74.0 ± 13.6%, p < 0.001). However, there was no difference in Exam 2 scores between flipped (73.8 ± 13.8%) and traditional classrooms (71.9 ± 16.3%, p = 0.09). Additionally, using TopHat participation as indicator, attendance in the flipped classroom was greater. More students attended the last day of class prior to Exam 2 in the flipped classroom (67%) compared to the traditional classroom (24%). While setting up a flipped classroom requires a lot of upfront work, these findings suggest that a flipped classroom can be successful in a large enrollment class, by increasing student attendance and improving student outcomes. Indiana University, Bloomington Center for Innovative Teaching and Learning; 2023 Summer Instructional Development Fellowship. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Aim/Purpose: This study investigates the relationship between time of class and the academic performance of Master of Business Administration (MBA) students with ‘group engagement’ serving as the moderator. Notably, ‘group engagement’ is measured using a novel computer vision-based deep learning approach. Background: Generally, the first year of MBA programs is a critical phase for students, marked by academic and personal growth challenges. The timing of MBA classes, particularly morning sessions, can disrupt students’ circadian rhythms, leading to decreased engagement and academic performance. Existing literature highlights the potential benefits of active learning methods, such as blended learning and collaborative learning, in improving individual student engagement. However, there is a gap in understanding the impact of these methods on group engagement and how this, in turn, influences academic performance. Methodology: We collated video-recorded data from 54 first-semester MBA students when they were attending their morning and afternoon classes. Notably, we adopted blended and collaborative learning methods in the morning classes to check their impact. The study variables included time of class, group engagement, and academic performance. While we measured academic performance through proctored exams, group engagement was estimated using a vision-based system, whereby we analyzed facial expressions from the recorded videos, employing a Convolutional Neural Network (CNN) model. We trained the CNN model to measure group engagement by categorizing specific emotions (sleepy, bored, yawning, frustrated, confused, and focused). We used these emotions to assess group engagement levels (i.e., low, medium, and high). Contribution: This study establishes a definite link between morning classes with blended and collaborative learning methods, resulting in improved academic performance. Besides, through group engagement moderation, we get crucial insights into how high group engagement effectively enhances academic performance. Based on the findings, we propose strategies for educators to optimize their teaching methods and foster a conducive learning environment by leveraging insights from students’ affective states. Findings: Broadly, the results indicate that students performed better in morning classes in which both blended and collaborative learning methods were used. The average marks in morning classes increased to 18.74 compared to 15.39 in afternoon classes. There was a high level of group engagement in the mornings, significantly impacting the relationship between class time and academic performance. However, switching from morning to afternoon classes decreased the effect (academic performance) from 0.03 to -5.42. This shows that the use of blended and collaborative learning methods and the presence of high group engagement in morning classes are essential for better educational outcomes. Recommendations for Practitioners: We recommend integrating active learning methods, such as blended and collaborative learning, into morning MBA classes to optimize academic performance. Our results show that implementing technology-driven group engagement measurement tools enhances real-time insight into emotional states. Educators can use this information to tailor teaching approaches and foster a positive learning environment. Recommendation for Researchers: Additional research should explore the longitudinal impact of AI-based engagement measurement. Studies could also investigate the scalability and applicability of group-focused strategies across diverse educational settings. Impact on Society: This study highlights the need to improve teaching methods and group engagement in MBA education. It offers tools for active learning and AI-based engagement tracking. The findings would help both educators and policymakers create better learning experiences. Future Research: Future research should include more diverse samples to enhance external validity. Studies can explore various learning methods across different cultural contexts. Researchers can develop hybrid systems integrating physiological sensors with computer vision to provide more comprehensive results.

BackgroundIn a flipped classroom (FC) model, blended learning is used to increase student engagement and learning by having students finish their readings at home and work on problem-solving with tutors during class time. Evidence-based medicine (EBM) integrates clinical experience and patient values with the best evidence-based research to inform clinical decisions. To implement a FC and EBM, students require sufficient information acquisition and problem-solving skills. Therefore, a FC is regarded as an excellent teaching model for tutoring EBM skills. However, the effectiveness of a FC for teaching EBM competency has not been rigorously investigated in pre-clinical educational programs. In this study, we used an innovative FC model in a pre-clinical EBM teaching program.MethodsFC’s teaching was compared with a traditional teaching model by using an assessment framework of prospective propensity score matching, which reduced the potential difference in basic characteristics between the two groups of students on 1:1 ratio. For the outcome assessments of EBM competency, we used an analysis of covariance and multivariate linear regression analysis to investigate comparative effectiveness between the two teaching models. A total of 90 students were prospectively enrolled and assigned to the experimental or control group using 1:1 propensity matching.ResultsCompared with traditional teaching methods, the FC model was associated with better learning outcomes for the EBM competency categories of Ask, Acquire, Appraise, and Apply for both written and oral tests at the end of the course (all p-values< 0.001). In particular, the “appraise” skill for the written test (6.87 ± 2.20) vs. (1.47 ± 1.74), p < 0.001), and the “apply” skill for the oral test (7.34 ± 0.80 vs. 3.97 ± 1.24, p < 0.001) had the biggest difference between the two groups.ConclusionsAfter adjusting for a number of potential confunding factors, our study findings support the effectiveness of applying an FC teaching model to cultivate medical students’ EBM literacy.

Background: The implications of flipped classrooms are increasing day by day around the world for better benefits compared to traditional classrooms. But the application and research about this field are insufficient in Bangladesh Objective: The present study was conducted to investigate the effectiveness of the flipped classroom learning environment on students’ engagement and satisfaction compared to a traditional classroom. Methods: Result showed a significant difference in student engagement and satisfaction with flipped classroom being favored over traditional classroom. A cross-sectional survey research was conducted using a 5-point Likert-type questionnaire to measure student engagement and satisfaction, respectively, on both the traditional classroom and the flipped classroom. Data were collected from 79 participants from the traditional classroom and 61 participants from the flipped classroom. After six weeks of intervention on flipped classroom method, again a survey was carried out to discover student engagement and satisfaction. The obtained data were analyzed by employing descriptive statistics, t-test, and correlation by SPSS version 26, Microsoft Excel version 19, and an online t-test calculator. Results: The study's findings revealed a significant mean difference in student engagement and satisfaction between the traditional and flipped classrooms. The outcomes also showed that students were more engaged and satisfied with flipped classrooms than with traditional classrooms. Another outcome to note is that the flipped classroom was also able to differentiate students based on class activity and regularity, while the traditional classroom could not. Conclusion: The findings suggest that the flipped classroom model has the potential to be the ideal education system in the 21st century and to address the 4th Industrial Revolution. Further investigation, assessment, and modification are necessary for widespread implementation.

The Impact of Supplemental Instruction on the Performance and Attitudes of General Chemistry Students

&lt;p&gt;This study examined the use of flipped classroom in geography lessons in one of the pre-university colleges in Brunei Darussalam. The benefits and challenges of using the flipped classroom as a pedagogical tool in geography were also investigated. Data were collected through action research adopting the use of a flipped classroom approach. This meant that learning geography as subject content was done outside the classroom. The findings of this study revealed that it was not necessary to apply flipped classroom for every lessons. Yet, this study found that flipped classroom was most beneficial when students worked on the application of geographical concepts where they learned to analyse and evaluate given scenarios. A significant improvement in the students’ academic achievement was also observed where through the interactive classroom activities, students developed a deeper understanding of the subject concepts. On the other hand, there were challenges in conducting a flipped classroom, for instance, some students had problems in accessing the lessons outside the classroom. This was one of the crucial elements conveyed in order to successfully implement a flipped classroom and to create an active learning environment during the class time. Without learning the concepts before the class time, the students reported the feeling of being lost, and thus could not fully participate in the classroom activities. Furthermore, a significant amount of time was wasted during the class time in teaching the students the concepts since they were supposed to have learned them prior to the lesson itself. Finally, the flipped classroom was also found to be a challenge to implement in a classroom known to have a passive learning environment.&lt;/p&gt;

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

Background and Aim: Blended learning has gradually become an important part of educational reform. This study selects first-year students majoring in Computer Science and Technology from Zhanjiang University of Science and Technology in China as the research subjects. It compares the application effects of blended learning and traditional teaching in introductory programming courses through a quasi-experimental design. The aim is to explore the impact of blended learning on students' programming course grades, verify its advantages over traditional teaching, and provide empirical references for computer programming education. Materials and Methods: This study employed a quasi-experimental design, selecting 110 first-year Computer Science and Technology students. Participants were divided into experimental and control groups, each with 55 students. The experimental group used the Rain Classroom platform for blended learning, while the control group received traditional classroom instruction. Data on programming skills and course grades were collected for comparison. Results: The findings revealed that there was no significant difference between the two groups in their understanding of programming concepts (p = 0.058, d = 0.366). Nevertheless, the experimental group demonstrated significantly higher performance than the control group in problem-solving skills (p &lt; .001, d = 1.636), debugging and troubleshooting (p &lt; .001, d = 1.974), and algorithmic thinking (p &lt; .001, d = 0.974). Independent samples t-tests confirmed that blended learning significantly enhanced students' abilities in these practical skills and higher-order cognitive domains. Conclusion: Compared with traditional teaching, blended learning has a significant effect on enhancing students' problem-solving skills, debugging and troubleshooting abilities, as well as algorithmic thinking. However, its direct impact on improving understanding of programming concepts may not be immediately evident. These findings provide strong evidence to support the application of blended learning in introductory programming courses and offer valuable references for future teaching practices and research.

This study aims to compare the impact of hybrid learning and online learning on students' understanding of concepts at the college level. The type of research used in this study was a quasi-experimental control group design. This research data collection technique was obtained from 100 students who attended civic education lectures. The number of research samples was 100 students consisting of various study programs from the results of random sampling. Data was analyzed using independent sample t-test and paired sample t-test analysis techniques. The results indicate that hybrid learning is more effective in increasing students' understanding of material concepts. However, both types of learning have a significant impact on improving students' understanding of concepts. The findings of this research can be utilized to optimize Pancasila learning in higher education and provide comprehensive insights into the benefits of hybrid and online learning. The study concludes that hybrid learning, which combines face-to-face and online learning, is a highly effective form of learning in educational institutions. This is particularly relevant in the current global context, where educational institutions worldwide are grappling with the challenges posed by the COVID-19 pandemic.

The Flipped Classroom–Advantages and Challenges

The study aimed to assess the nursing students’ class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classroom (FCR) in comparison to the current teaching methodology. Participants were 22 females and 4 males, selected through convenience sampling method, and were evaluated at pre-cycle with case-based learning, post-cycle I with FCR, and post-cycle II, using FCR with an extra class time, in a cyclical nature of inquiry. Data collection involved a triangulation technique using checklists to observe and assess students’ class engagement, quizzes for measuring class performance, and focus group interviews. The focus group interview reflections and feedback were used to refine and plan the next cycle.The quiz and the class engagement scores were highly significant at post-cycle II where the FCR was used with extra class time compared to post-cycle I and pre-cycle. The participants stated that they gained a deeper understanding of concepts, were motivated and more confident in learning the course material. The study findings support the use of FCR in learning pediatric course content. Further empirical evidence is required for adapting FCR to other courses in the curricula to determine its suitability to a particular teaching content.

This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning — the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional modewith adult learners in CSCL groups such as Facebook and discussion forums will produce such a positive effect. A discussion forum is an important platform used to deliver teaching and learning via the Web, while the use of social media, especially Facebook, for teaching and learning has gained prominence lately. This paper reports an initial study that compares a ‘productive failure’ instructional design in CSCL groups through Facebook and a discussion forum. Five Facebook and five discussion forum groups participated in the study. Both groups solved ill-structured complex problems in small groups without the provision of any support or scaffolding from their instructors. The findings suggest that the Facebook groups produced a variety of scope for discussion and deliberation for solving the problems and were more successful in sustaining the discussion compared to the discussion forum groups. Facebook groups also had a higher critical thinking ratio than the discussion forum groups. Based on these findings,the implications of a PF instructional design for adult learners are presented.

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.