Mobile learning in a flipped classroom: findings from a “5-lecture-5” blended learning design for large classes

Yusuf Yilmaz,Ozlem Yilmaz,Aslı Suner

doi:10.1515/tjb-2019-0417

Abstract

Abstract Objective We aimed to develop and evaluate a mobile learning (m-learning) design for large group application learning based on flipped classroom approach within an integrated curriculum of medical faculty. Materials and methods Totally 359 students enrolled in a two-credit course during the 2017–2018 academic year. An instructional design called 5-Lecture-5 (5L5) was implemented via mobile application. This design is a blend of m-learning and flipped classroom approaches, with pre-, during-, and post-lecture elements. Data were analysed using Chi-square, Mann–Whitney U, and Kruskal–Wallis tests. Open-ended questions and course observations were analysed thematically and reported together. Results Of the participating students, 26.96% who saw the first announcement examined pre-lecture materials and 55.43% attended face-to-face lecture. Achievement test scores of those who attended lecture were significantly higher (p = 0.027). Correct response rates for each question were 99.30, 72.10, 58.70, and 94.40%, respectively. Consequently, students demonstrated positive attitude towards m-learning (M = 170.15 ± 28.48). The most preferred positive aspects were “active learning,” “interactive,” “entertaining,” “useful,” and “repeatable.” Conclusions M-learning activities within a flipped classroom with instant feedback were found to increase participation and interaction levels of students in classroom setting, resulting in their increased enjoyment and engagement.

Highlights

Mobile phone usage, and smartphones in particular, has dramatically increased over the past decade, so much so that it can negatively affect educational learning environments, resulting in issues such as distracted, passive, and unengaged students, especially in the large group learning classroom environment
We aimed to develop and evaluate a mobile learning (m-learning) design for large group application learning based on flipped classroom approach within an integrated curriculum of medical faculty
The flipped classroom is one of the approaches suggested in recent years to aid the transitional shift from the traditional classroom teaching environment to one that involves a higher degree of active learning

Summary

Introduction

Smartphones in particular, has dramatically increased over the past decade, so much so that it can negatively affect educational learning environments, resulting in issues such as distracted, passive, and unengaged students, especially in the large group learning classroom environment. Educators have used active learning strategies to overcome some of these challenges [1]. The flipped classroom is one of the approaches suggested in recent years to aid the transitional shift from the traditional classroom teaching environment to one that involves a higher degree of active learning. Learning in larger classrooms due to an increased population and lack of attention to lecture-based teaching has become a significant issue [1]. Capturing and maintaining student attention during a full lecture becomes even harder

Methods

Results

Conclusion