Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

Christine Tørris

doi:10.7557/14.4703

Abstract

Flipped classroom improves student learning in dosage calculation, - a quasi-experimental control group design The flipped classroom method has received increased attention in health sciences education, however, few studies have investigated performance data showing its effectiveness. The aim of this study was to compare learning outcome in a flipped classroom with a standard lecture. The hypothesis was that applying a flipped classroom model in a dosage calculation class would improve learning outcome when compared to standard learning. One group was assigned to a flipped classroom (n=43), and the other group to a traditional lecture-based classroom (n=45). Data were collected through answer sheets and test results. Course content, assessments, and instructional time for both models were equivalent. The social educator students in the flipped group performed better in the test, compared to the traditional group, where the flipped group had 22% reduction in failing the exam.The flipped classroom approach is promising as an acceptable approach for teaching in dosage calculation curricular in higher education.

Highlights

Keyword/Nøkkelord flipped classroom; student involvement; student active learning forms; just in time teaching; blended learning; peer instruction omvendt undervisning; student involvering; studentaktive læringsformer; tilpasset undervisning; blended learning; peer instruction
To eksempler på studentaktive klasseromsaktiviteter er Just-in-Time Teaching og Peer Instruction
Både Just-in-Time Teaching og Peer Instruction kan brukes for å optimalisere studentenes læringsutbytte og øke deres motivasjon og kontroll over egen læring (Schuller et al, 2015)

Summary

Introduction

Keyword/Nøkkelord flipped classroom; student involvement; student active learning forms; just in time teaching; blended learning; peer instruction omvendt undervisning; student involvering; studentaktive læringsformer; tilpasset undervisning; blended learning; peer instruction. Selve poenget med omvendt undervisning er å legge videoleksjonene tilgjengelig for studentene før selve undervisningen, slik at tiden i klasserommet skal kunne brukes til aktivt å engasjere studentene i deres egen læringsprosess (Hamdam, McKnight, McKnight, & Arfstrom, 2014). Det viktige her er å skape et læringsrom der studentene kan utforske temaer i dybden (Bernard, 2015). Just-in-Time Teaching er en web-basert pedagogikk, selv om den hovedsakelig foregår i klasserommet (Novak, 2011) Her gir studentene tilbakemelding til lærer om hva som var utfordrende å forstå etter å ha sett

Objectives

Findings

Methods