How to Support Student Motivation In a Flipped Anatomy Course: Introducing the “mFlip”

Abstract

In a “flipped classroom,” instructors post lectures online in the hope of using class time for more active learning activities. In theory, students watch the online lectures on their own, then bring questions to class for clarification and deeper understanding. Yet research and practice suggest that reality rarely matches this ideal, particularly in large, introductory courses like college anatomy where many students fail to watch online lectures, much less direct their own learning in a way that adequately prepares them for in‐class activities. To flip successfully, therefore, instructors must also support students’ motivation.PurposeIn this report, we describe the “mFlip,” or a motivationally supportive way of flipping anatomy instruction by awarding points for self‐directed learning, using formative quizzes, and scaffolding in‐class clicker activities.MethodsData was collected over three semesters in a large, undergraduate anatomy course in order to compare traditional lecture instruction (semester 1) with two different versions of flipped instruction (semesters 2 and 3). The results of the semester‐2 flip informed motivationally supportive changes in the semester‐3 flip. Specifically, in semester 3, we awarded points for watching ≥ 80% of the online lectures before class and for attending ≥ 80% of in‐class sessions. We also awarded full points for earning ≥ 80% on weekly lecture quizzes that students could take up to 3 times. In class, the instructor also scaffolded clicker‐based student activities, using fact‐based multiple‐choice questions to support more open‐ended application and synthesis questions. In addition, we also designed in‐class activities to help students develop study strategies for managing the large volume of material in college anatomy.ResultsAfter reviewing results from the traditional flip (semester 2) the researchers made changes designed to support student motivation. Points were added for viewing online recordings (prior to class), class attendance and weekly quizzes. Results suggest that, compared to the conventional flip (semester 2) the “mFlip” (semester 3) has increased viewing of the online lectures by 36% and in‐class attendance by 57%. However, initial analyses suggest that exam scores have not yet changed significantly, with three of five exams still to be completed.ConclusionAs new technologies afford new approaches to teaching and learning, one must also consider the way student motivation affects outcomes. This study highlights the way technology, pedagogy, and course content interacts with student motivation in the successful design of the “mFlip,” a motivationally supportive way of flipping college anatomy instruction. More broadly, this report also highlights the value of collaboration between content experts ‐ e.g., anatomy instructors ‐ and educational psychologists in the design and on‐going refinement of using educational technology in the modern classroom.