Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation.

Jennifer Tomesko,Deborah Cohen,Jennifer Bridenbaugh

doi:10.3352/jeehp.2022.19.5

Abstract

Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Highlights

Background/rationale In traditional classrooms, students listen to lectures and accomplish most assignments outside of the classroom
Flipped classrooms reverse traditional course components such as lectures, projects, and assignments. This pedagogy highlights pre-recorded lectures as the primary mechanism for teaching, which is often complemented with additional videos, podcasts, and readings housed in a virtual learning environment
Conducted by Shi et al [3], researchers found improved cognitive learning in college students educated with a flipped classroom model in medical, science, and social science courses

Summary

Introduction

Background/rationale In traditional classrooms, students listen to lectures and accomplish most assignments outside of the classroom. Flipped classrooms reverse traditional course components such as lectures, projects, and assignments. This pedagogy highlights pre-recorded lectures as the primary mechanism for teaching, which is often complemented with additional videos, podcasts, and readings housed in a virtual learning environment. A meta-analysis by Hew and Lo [2] examined a flipped classroom approach compared to traditional teaching methods in health professions students and found significant improvements in student learning performance. Conducted by Shi et al [3], researchers found improved cognitive learning in college students educated with a flipped classroom model in medical, science, and social science courses. Birgili et al [4] explored trends in flipped classrooms and found positive impacts on students’ cognitive thinking skills in higher education students. Flipped classroom models have increased critical thinking skills in nursing students [5,6]

Objectives

Conclusion