Flipped Class Model Research Articles

Flip it or not for histology teaching in dental school?

Over the years, many novel electronic teaching tools and approaches have complemented and supplanted traditional educational offerings in histology such as lectures. The teaching method frequently used in our dental school histology class is the “flipped classroom” model. Prior to formal classroom sessions, students preview course materials from videos and the syllabus. During formal classroom sessions, students apply the knowledge that they acquired before classes by answering quiz questions using the interactive electronic tool, Poll Everywhere. The instructors will see the live responses from students and review important concepts in histology. The flipped classroom has changed the traditional teacher‐centered lecture‐based teaching method and is designed to encourage self‐motivated learning. However, the attendance of the flipped classroom is very low, even though the interactive class is not recorded.To find a better strategy for teaching histology in dental school, we compared the effectiveness of “flipped classroom” with a non‐flipped interactive learning class. In the non‐flipped classroom, dental students are not required to watch videos before class. Instead, the instructor provides a brief introduction of day’s topic in class, then students will practice their understanding of freshly learned knowledge by discussing and answering quiz questions using the same interactive tool, Poll Everywhere. Since, in this model, the interactive classes are recorded, students may choose to forgo attending the scheduled interactive classes.In this study, we used the flipped class model for D22 students and the non‐flipped interactive approach for D23 students. The lecture content, quiz questions, instructor and exam questions were identical for the two classes. We compared the normalized exam performances of students who attended class in the two models.The research results showed that dental students who were exposed to the non‐flipped interactive class have significantly higher attendance and better normalized exam performance than those who received the flipped class. In the flipped classroom model, dental students exhibit a strong tendency to use the pre‐class videos and syllabus only, which is basically a traditional lecture‐based teaching method without scheduled time restrictions. In contrast, the non‐flipped interactive class model encourages students to attend the classes, even if they missed reviewing pre‐class materials (for example, syllabus). Once the students come to the classroom, they will benefit from the interactive learning that follows the instructor’s outline of the topic.This study will provide insights for choosing histology teaching strategies for dental students.Support or Funding InformationDepartment of Medical Education, Tufts University, School of Medicine; Dental Research Administration, Tufts University School of Dental Medicine

A Study on Students’ Perceptions for Online Zoom-app based Flipped Class Sessions on Anatomy Organised during the Lockdown Period of COVID-19 Epoch

Introduction: In the present situation of containment for COVID-19 epoch, the physical classroom sessions in medical colleges were suspended by different Government advisories. Faculties have been guided by the university as well as institution to carry on the online teaching to the medical students. As the students were not present physically so flipped class model has been implemented using the Zoom cloud app for teaching Anatomy. Aim: To explore the perception of undergraduate students of Anatomy regarding online Zoom-app based flipped class sessions and to obtain the suggestions for improvement of such classes organised during the lockdown period of COVID-19. Materials and Methods: Ten gross Anatomy topics and 10 histology slides (total 15 sessions; one session for each gross anatomy topics and five sessions covering two slides for each day) were discussed in flipped class mode. For each session the text materials were served to the students two days before. On the third day, face to face interactive classes were undertaken using the Zoom platform; for the entire 199 students of Anatomy. After completion of one month, students' perceptions were obtained by semi-structured questionnaire made with Google form. Results: Although the department has organised almost daily Zoom sessions with pre-shared study material; in flipped classroom mode, but majority of the students opined for maximum three days per week Zoom sessions instead of every day's classes. Total 92% preferred the current strategy of advanced sharing of study material instead of concurrent sharing of text. Almost 93.5% students felt the study material helpful to them, 79% students found the Zoom sessions helpful for their doubt clearance. Strikingly, 53.36% students confessed that they failed to keep up with the progress of the classes in daily mode. There was a mixed reaction for continuing such mode of teaching in the post-lockdown era. The network connectivity became a broad issue as constrain to almost all of them to participate in online discussion platform. Conclusion: As the students and teachers were new in the online mode of teaching; so students feedbacks were felt need for future planning. The students had an opinion to lessen the number of classes so that they can cope up with the study material. However, majority of them wanted to move back to their classrooms rather than remain in the online mode of learning.

A Web-enhanced Course in Foundation Program at Bahrain Teachers College: A Case Study

The purpose of a web-enhanced course in Study Skills at Bahrain Teachers College (BTC) was to reduce the time consumed in teaching, learning and assessing while dealing with large classes. Thus, the current study is a case in exploring the effectiveness of using different aspects of technology in teaching. Conceptualized by Stella Cottrell, the APT-S framework of study skills focuses on Academic skills, People’s, Task and Self-management skills, and that formed the basis of the Study Skills course. The technology engaged in this investigation consisted of BTC’s Learning Management System-Moodle, computer labs, and students’ personal mobile devices. Through the e-content on Moodle, the course incorporated technology with online activities, online quizzes, QR codes, active excel sheets and optical answer sheets. Emails and WhatsApp groups formed the medium of communication with students. A variety of online teaching strategies included video lectures, flipped class model, live Instagram session, online discussion forums, and several interactive in-class fun activities. Periodic assessments of small portions of the content and reflective learning tasks that promoted critical thinking were the other highlights of the course. The sample for the current case study comprised of 366 Foundation program students at BTC. The qualitative data was collected in the form of the students’ reflections and feedback on the open-ended questions as well as the insights from the 3 course instructors. Unstructured interviews were also conducted with 14 students. Overall, the case study concluded that the blended/online learning for Study Skills course made the teaching and learning process more efficient and ensured a larger number of online participation from students than in a normal classroom. The effectiveness in the use of technology, through a flip classroom, a live Instagram session and video lectures, wasclearly evident. Due to the challenges posed by the logistics of conducting frequent assessments and recording video lectures without professional support, it is recommended that BTC should be equipped with sufficientcomputer labs and professional recording equipment.
 Keywords: web-enhanced, study skills, online teaching strategies, foundation program, online learning

Application research of flipped class model in the theory teaching of fundamentals nursing

Objective To explore the application of flipped classroom in basic nursing theory teaching. Methods Through longitudinal experimental study and convenient sampling method, the college nursing students of 2014 were selected as the control group and the college nursing students of 2015 as the intervention group.The control group adopted traditional teaching, while the intervention group adopted the combination of mooc based flipped classroom and traditional courses, and conducted theoretical and operational assessment after the course. Results Except for chapter 13 and chapter 17, the scores of other chapters in the intervention group were all higher than those in the control group, with statistically significant differences(P<0.05). The scores of flipped classroom, operation and theory in the intervention group were all higher than those in the control group, and the differences were statistically significant(P<0.05). Conclusions Flipped classroom is conducive to improving students' performance and cultivating students' independent learning ability. Teachers need to vigorously promote teaching reform, improve students' learning efficiency and effect, and cultivate students' ability of independent learning and lifelong learning. Key words: Mooc; Flipped class; Fundamentals nursing

Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom.

Teaching is now experiencing a new centrality due to the fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn. New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach (EAS in Italian) was chosen for this study. This approach broadly refers to the “Flipped Class” model, in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning. The present study aims to explore whether the EAS teaching methodology, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing their movements and body expression during the lesson. Moreover, we expect higher levels of self-efficacy and positive emotions and lower levels of perceived anxiety in teachers, thus improving students’ level of engagement. The research was conducted in a secondary school, in Milan, and includes a classroom of sixteen students and three teachers. We chose a quasi-experimental nested design, a mixed-method approach that combines the qualitative and quantitative collection and analysis of data, in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers were collected during the 8 months of experimentation. This research project could foster positive outcomes for participants as well as the broader society, in which school dropout is increasing. Many authors positively associate low levels of students’ engagement to high rates of school dropout; for this reason, working on improving teaching methodologies and students’ engagement measurement, could be an effective way to enhance learning and opposing school dropout.

Exploring the difficulty on students’ preparation and the effective instruction in the flipped classroom

This study aims to find out how students prepared for a flipped classroom and to examine what type of instruction could effectively guide students to do pre-class preparation. We conducted case studies for over two years in a physiology class at a Japanese university. In a survey performed in 2017, students were asked to participate in a questionnaire and an interview. Their responses in the questionnaire indicated that there was a clear and positive correlation between their class preparation time and individual grades, while class preparation of some students was proven not so productive or efficient. By the same token, the student interview made clear that students were not well informed of what to focus on or how to prepare appropriately for the flipped classes. Based on the 2017 findings, we started to share learning objectives with students for their pre-class preparation in the 2018 course. Amid and after the 2018 spring semester, questionnaires were administered to examine the effectiveness of instructions for preparation, and of sharing learning objectives to measure the level of students’ metacognition. As a result, the students who continuously review the learning objectives achieved significantly higher grades than the students who did not. We also found that the level of students’ metacognition exerted a stronger influence on their grades than the amount of effort invested in reviewing the learning objectives for pre-class preparation. In conclusion, our study suggests that instructors should design a comprehensive flipped class model which maximizes the benefit of pre-class preparation time by envisioning that students’ preparation would be more sustainable and effective with proper guidance.

A Review in Our Present Teaching Pedagogies: Traditional, Digital and Flipped Learning

There are lots of countries’ government to start the so-called digital (e-learning) learning. In the first few sections, this author tries to analyse those barriers that prevent our schools from implementing digital learning. In the following sections, this paper compares the effectiveness of traditional learning versus a digital one. It shows that the class size is the determining factor. At the same time, the flipped class model is now the newest teaching and learning pedagogy that should be focused. The result tells us that when there is a suitable teacher training, the flipped model can help students achieve higher academic achievement. This scholar believes the implementation of such a model may finally come up with a better-improved learning method in the future that combines these three pedagogies. However, an improvement in our education may lead to a rise in government expenditure. The problem may finally affect various fields of spending. Thus, education becomes a political issue and may require some extra resources in order to fulfil the expanding needs of education manpower and her future development.

Research on the Teaching Design of Software Design Courses Based on Mixed Teaching

Aiming at the problems of low learning efficiency and low enthusiasm in the teaching of software design courses at present, this paper designed an online and offline mixed teaching process model. Based on constructivist learning theory, the model referred to the flipped class model and the information-based mobile teaching platform of Blue-ink Cloud Class. It divided the course learning process into three stages: before class, in class and after class. In three stages, tasks of teachers and students must be clarified through abundant teaching resources, appropriate teaching strategies and creating collaborative learning environment. The consequence is to build a learning environment for students to study independently and explore cooperatively, to help students to realize the construction of knowledge meaning more effectively and promote students' deep learning. Practice has proved that the teaching process model improved the teaching effects of software design course more efficiently.

University Flipped Class Model in China

Under the wave of information-based education reform in China, the flipped classroom originated from American educational circles, guided by constructivism and relying on modern information technology, as an innovative teaching mode, is attracting the attention and favor of our educational circles with its unique advantages. Guided by the reform of education, this paper conducted a research on the application of flipped classroom teaching mode in university teaching. In the half-year term teaching experiment, the teaching effect of this mode and the acceptability of students were mainly discussed through questionnaires and empirical research on final scores. The result shows that compared with conventional teaching, this model can significantly improve students’ learning effect, optimize the learning process, improve students’ learning attitude, and is recognized by the majority of students.

PROPUESTA EDUCATIVA INVERTIDA EN LA FORMACIÓN DE FUTUROS PROFESORES EN EDUCACIÓN FÍSICA

We describe a flipped class proposal in the Teacher in Physical Education of the Universidad Nacional of Rio Cuarto, Argentina. The experience was designed and implemented using the social network Facebook and the selection of short videos, it was carried out in two groups with different teachers. The perceptions andsuggestions on the flipped class model were recovered with an ad hoc questionnaire of closed and open questions, frequencies of exchanges, publications and comments on Facebook were also analyzed. The results show highly positive aspects such as the autonomy of the students, the guiding role and facilitator of the teacher. It is concluded that the planning of flipped classes and the sustained accompaniment topromote self-regulation in students is important.

Effect of flipped class model based on SPOC in the course ofMedical Nursingteaching

Objective To explore the application of flipped class model based on SPOC in the course of internal medical nursing. Methods Randomly selected from Shanxi University of Medical grade 2014, 206 undergraduate students as the research object. The control group (104) and experimental group (102).The experimental group used flipped class model based on Small Private Online Course (SPOC) teaching method; the control group used the traditional teaching mode. After the end of the course, compared two groups nursing students′ self-regulated learning ability and critical thinking ability whether there are differences by autonomous learning ability scale and Chinese version of critical thinking disposition inventory (CTDI-CV). Results The experimental group students′ theory assessment results, critical thinking ability and self-regulated learning ability were (75.68±9.32), (303.04±16.54), (112.39±11.10) higher than the control group (69.43±11.41), (288.23±15.84), (102.58±9.31), the difference was statistically significant (t = 2.837,3.451,3.512, P<0.05). Conclusions The flipped class model based on SPOC teaching method was better than traditional teaching mode, it improved the students' theory assessment results and self-regulated learning ability and critical thinking ability. Key words: Education, Nursing; small private online course; Flipped Classroom

The practice and thinking of the formative assessment and the flipped classroom of medical immunology

The flipped class model is student-centered, which turns the traditional first-learning behind into the first-teaching behind. The flipped class model can improve students' autonomous learning ability and other abilities. This article introduces the application of the flipped class in the course of medical immunology, including the course content selection, building QQ group learning plat-form, the production and release of independent learning resources, enactment of the task order and learning requirements, the design and implementation of classroom teaching activities and so on. The review and reflection of the formative assessment is also carried out. Through the reflection of the problems in the teaching, it is expected to lay the foundation for the promotion of the overturned class. Key words: Flipped class model; Formative assessment; Autonomic-learning; Medical immunology

Flipping the classroom for information literacy instruction

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

Flipping the classroom for information literacy instruction

This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

Teaching & Learning Tips 6: The flipped classroom.

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers?

Effects of the flipped class model on the self-learning ability of SICU nurses

Objective To investigate the teaching effects of flipped class model on the Surgery Intensive Care Unit (SICU) nurses' ability of autonomic learning. Methods From July to December 2015, a total of 38 nurses who worked in SICU of Zhejiang Cancer Hospital were selected as the research objects by convenience sampling method. The nurses were trained in postoperative pain management knowledge by flipped class model, and were evaluated before and after the training by rating scale of self-directed learning competence for nurses. Results The total score of rating scale of self-directed learning competence for nurses, self motivation belief, task analysis, self monitoring and regulation, self evaluation were (128.26±18.69) , (54.50±7.65) , (22.05±3.66) , (37.57±5.82) and (14.13±2.67) after the training, which all improved than (108.89±15.71) , (47.18±6.61) , (18.03±3.33) , (31.37±5.24) and (12.32±2.14) respectively before training. The differences were statistically significant (t=-4.889, -4.460, -5.013, -4.883, -3.266; P<0.05) . Conclusions Flipped class teaching model improves nurses' autonomous learning ability comprehensively and provide a new teaching mode for nurses' training. Key words: Nurses; Pain, postoperative; Flipped class model; Self-directed learning

Research on Blending Learning Flipped Class Model in Colleges and Universities Based on Computational Thinking — “Database Principles” for Example

Computational thinking is to use heuristic reasoning to seek the solution of the problem, and has a strong ability to innovate. In the teaching of computer courses, it is one of the important subjects of teaching research to cultivate students’ computational thinking ability. The traditional teaching model ignores the cognitive role of the students, which is not conducive to the cultivation of students’ innovative thinking and creative ability. Blending learning is an inevitable trend of development in the field of higher education, and a hot research topic in the field of education. Inspired by “Database Principles” course model at University of Missouri, Kansas City, a multi-dimensional blending learning flipped class model of computer courses in colleges and universities based on students’ computational thinking ability is proposed to construct teaching model and design theoretical and practical teaching system and diversified teaching process evaluation system. In the course of “Database Principles”, the teaching practice is carried out to verify the teaching effect.

Application of flipped class model in special population nutrition bilingual teaching

Objective To investigate the students' perception and effectiveness of the flipped class model in bilingual education in special population nutrition class. Method Two classes of Shanghai Uni-versity of Traditional Chinese Medicine were exposed to either the flipped class model or the traditional class model. In the flipped class model, the students were provided a wealth of teaching resources such as short vid-eos before class. In addition, a series of pedagogical approaches were used to develop the students' cognitive ability. The questionnaire survey and class quiz were employed to evaluate the students' perception and effec-tiveness of the flipped class model. Results The students in the experimental group have signifi-cant higher scores in professional vocabulary section [(23.10±0.71) vs. (21.10±0.67)], listening and speak-ing section [(21.20±0.78) vs. (19.00±0.74)], essay questions section [(37.80±0.96) vs. (34.40±1.15)], and total test scores [(82.20±1.50) vs. (74.50±1.52)] than did the students in the control group. In addition, the flipped class model ignites the students' learning interest, reduces the learning anxiety, and develops their learning autonomy. Conclusion The flipped class model is a highly effective means that promotes the student centered active learning. This study provides reference for implementation of the flipped class model in Chinese medical bilin-gual education. Key words: Flipped class model; Nutrition; Bilingual teaching

The Research of Flipped Class Model Based on Project Driven—Teaching Reform Practice of “Compiler Principle”

“Compiler Principle” is an important branch of Computer Science in colleges and universities, which is a combination of theory and practice. This paper analyzes the teaching status of compiler principle, through the understanding of flipped class model, based on the project driven to carry out the teaching research of compiler principle. Through practice, better mobilize the enthusiasm of the students learning, teaching effect has been significantly improved.

“Flipped Class Model” Applied to Translation Class

With the development of computer technology, the way of language teaching has experienced great changes. In the past the methods of language teaching mainly focus on the direct method, the grammar-translation, audio-lingual, the structure approach, communicative language teaching, community language learning, task-based language learning, etc. These methods start and develop with the need and application of some theories. Now at the present time the computer is widely used in every field and the Internet is compulsory of daily life. So the ways of teaching language is changing accordingly. This paper is to analyze the new way of language teaching, the flipped class model. The first part is the general introduction of the flipped class model, and the second part is the application of the flipped class model to translation course.