Flipped Classroom Experience Research Articles

Approach to the Poisoned Patient.

This video lecture is appropriate for emergency medical providers who are not comfortable with initial assessment of poisoned patients. Ideal learners include medical students and residents. Poisoning is the leading cause of injury-related mortality in the United States, with more than 40,000 deaths annually.1 Of all ED injury-related visits, 2.4% are related to poisoning.2 While providers may have access to support services (poison control center, medical toxicology consulting service), they are often responsible for the initial evaluation of poisoned patients. While a large portion of poisoned patients have good outcomes regardless of the care they receive, inappropriate risk assessment and lack of knowledge about basic interventions can put patients at risk. A standardized approach as outlined in the video will help evaluate and treat the vast majority of poisoned patients. By the end of the lecture, learners should be able to: 1) initiate the evaluation of a poisoned patient, 2) identify key interventions to support airway, breathing, and circulation, 3) identify the three components of risk assessment in the poisoned patient, 4) list the four options for gastric decontamination, and 5) select standard diagnostic labs and tests commonly used in evaluating poisoned patients. This is an enhanced live action greenscreen recording with video animation. This video has been made available for a variety of learners on social medial (Facebook and YouTube) and written feedback has been collected on YouTube. The video has been seen over three thousand times and has received positive comments on social media (Facebook, YouTube). Comments include "dropping some tox knowledge bombs, proving yet again that #ToxRocks," and "This is an excellent talk, thank you very much, but I think it would be worth mentioning antidotes." The goal is to expose learners to basic concepts in approaching poisoned patients and focusses on cognitive knowledge and diagnostic frameworks. The learner may watch the on-demand video as part of a flipped classroom experience with clinical cases, or as a just-in-time resource before seeing a patient who has been poisoned. Poisoning, resuscitation, risk assessment, gastric decontamination, occult ingestion, supportive care.

Flipped Classroom Experiences of Preservice Teachers: Implications from a Mathematics Course

The purpose of this research was to analyze the process of teaching mathematics through the flipped classroom model based on preservice teacher opinions. The study group consisted of 16 preservice teachers from a primary school teaching program at a state university in Turkey who agreed to participate voluntarily. The research was designed as a practical action research study. After the five-week implementation period, two separate focus group discussions occurred with the volunteer preservice teachers. Consequently, in addition to the positive contribution to learner responsibility made by the flipped classroom, it was also observed that the in-class teamwork processes contributed to make the mathematics course entertaining. Moreover, peer learning was implemented, and the sense of belonging made a positive contribution to academic achievement in a teamwork process. In addition, preservice teachers started to see the academician as a role model at the end of the implementation process; this was a valuable result in terms of pedagogical contribution. Further research, gamification are used or environments enriched with virtual reality applications can be performed.

GoDental! Enhancing flipped classroom experience with game-based learning.

To investigate the use of game-based learning (GBL) to enhance students' experience of the flipped classroom (FC) in dental education. Students participated in three sessions organised as FC, implemented either as conventional FC or FC augmented with the GoDental! game. In the pre-class phase, sessions 1 and 2 were organised as instructor-made video lectures, plus a questionnaire. These activities were supplemented with the individual development of questions and answers for the game in session 3. In the in-class phase, group and plenary discussions were used during sessions 1 and 2 and were replaced by game activities in session 3. Perceptions of session 3 compared to that of sessions 1 and 2 were explored via a questionnaire with both open-ended and Likert-scale items. Most students (29, 97%) perceived the FC session augmented with the GoDental! game as enjoyable. The game augmented session was perceived as more enjoyable compared to the conventional FC sessions. Students agreed that GBL augmented FC compared to conventional FC increased engagement (25, 83%), motivation (24, 83%), their integration in the social environment (23, 77%) and concentration (22, 73%), helped them learn more about the topic (24, 80%) and was a good learning method (25, 83%). There was a positive correlation between the degree of enjoyment and concentration and the feeling that the game helped them learn more about the topic. Game-based learning augmented FC proved to enhance students' experience, resulting in increased enjoyment compared to the conventional FC setup. Future studies should explore whether the use of GBL in FC has the potential to increase examination performance.

The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology.

The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. The form of the study discussed is an observational study. The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Second-year medical students participated in a 1-week "flipped classroom" ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

La clase invertida y su uso en la enseñanza del inglés como lengua extranjera

El estudio examina la efectividad de la estrategia de la clase invertida en el contexto de inglés como lengua extranjera. La investigación se centra en el desarrollo de la habilidad comunicativa de los estudiantes de lengua extranjera, las percepciones de los participantes en relación con la clase invertida y la identificación de medidas para contrarrestar el que no hagan los deberes en casa. Los datos que se presentan están basados en un experimento llevado a cabo por la autora en la Universidad de Granada (España) con dos grupos de estudiantes de grado (experimental y control) que cursaban la materia obligatoria de Inglés como Lengua Extranjera. Los datos se recogieron utilizando los siguientes métodos: un examen estandarizado; un diario de observación con el fin de evaluar el desarrollo de la habilidad comunicativa de los estudiantes en la lengua extranjera; un cuestionario; y herramientas estadísticas en línea. Los resultados demuestran que el uso de la clase invertida tuvo un efecto positivo en las habilidades lingüísticas de los estudiantes.

Impact of a flipped classroom on academic achievement and perception among first year nursing students

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

Exploring Student Interactions With Preparation Activities in a Flipped Classroom Experience

The success of the flipped classroom (FC) is effectively reliant on the level of student engagement with the preparatory activities prior to attending face-to-face teaching sessions. Information about the nature and level of student engagement with these activities can help instructors make informed decisions regarding how to best support student learning. Despite the comprehensive data collection enabled by the increasing presence of education technologies, few studies have used these data to investigate the range of strategies students employ in FC models. This study addresses this deficit by proposing an analytical approach that allows for exploring, first, the strategies students use to interact with online preparation activities; and, second, evolution of those strategies over the duration of a course delivered with a FC pedagogy. The proposed approach identified eight learning strategies and six trajectories of strategy change over the duration of the course, with statistically significant effects of strategy change trajectories on academic performance.

The Flipped Classroom Enhances Students’ Speaking Skills

This research focused on the influence of a flipped classroom model on learners’ English-speaking skills. The participants of the study were 38 students at the second secondary stage in an experimental school in Cairo. The instruments used were: (1) A checklist of the targeted speaking skills for second year secondary school students as described in the curricula objectives. (2) pre-and post-tests of oral presentations on specified topics, (3) The rubric for measuring the students’ English Oral Performance, (3) A questionnaire of students’ perceptions of flipped learning, (4) In- class observations by the researcher, (5) Interviews with a random sample of study participants to elicit their views on the flipped classroom experience after its implementation. Qualitative methods were used in analyzing collected data. The six tested items: accuracy, comprehensibility and pronunciation, fluency, comprehension, content and maturity of the language have improved. The results showed noticeable progress in students’ fluency of ideas and interaction as a result of the resources, the links, the videos the teacher provided to students before class time, and the interaction and feedback they received during class and the on line material that was made accessible to them, which highlights the effectiveness of the flipped classroom in enhancing students’ spoken language. Moreover, students’ attitudes towards the flipped classroom showed moderate to high satisfaction rates.

Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

ABSTRACTThis paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.

Supporting Intensive Continuous Assessment With BeA in a Flipped Classroom Experience

This paper presents the changes performed in a university course to adopt European Higher Education Area principles taking advantage of new technologies and educational approaches. Particularly, a Flipped Classroom model that also involves an Intensive Continuous Assessment approach is adopted, moving the presentation of theoretical contents to videos that can be watched outside of the classroom and using the classroom face-to-face time to provide explanations, problem solving and to perform assessment activities every week. A main part of innovation in the experience comes from the use of an online tool (BeA – Blended e-Assessment) that facilitates the assessment and reviewing of paper-based exams. This tool supports teachers in assessment tasks, that can be performed in a faster, simpler, more transparent and less error-prone way. The paper shows the results of an experience involving a control group and an experimentation group, in which this new approach and tool have been applied. The results obtained demonstrate the effectiveness of both proposals. In conjunction, the paper describes how a traditional university course based on lectures can be successfully adapted to a more innovative approach based on the principles of active learning and accountability thanks to the use of our blended e-Assessment tool.

Student’s perception on initial experience of flipped classroom in pharmacy education: Are we ready?

ABSTRACT In Malaysia, the new teaching model of a flipped classroom is emerging in higher education with the aim of promoting student-centred learning. Hence the main purpose of this study is to identify the students’ acceptance level, their perceptions, and the impact of their initial exposures to the flipped classroom model. With this in mind, a survey on undergraduate students’ perceptions of the flipped classroom was evaluated at the School of Pharmaceutical Sciences, Universiti Sains Malaysia. Surprisingly, there was a low degree of acceptance and unfavourable impressions of flipped classrooms among students. The reasons were identified to be the inappropriate use of the flipped methodology and the increase of student workload. In conclusion, the implementation of the flipped classroom method was not straightforward in Malaysia with a tradition of more didactic teaching methods.

Uso del modelo de aprendizaje invertido en un bachillerato público

espanolLos modelos tecno-educativos que se han venido desarrollando buscan la aplicacion de las tecnologias de informacion y comunicacion (TIC) mas adecuada al diseno instruccional que se tiene planeado ejecutar. De entre los modelos revisados para el desarrollo del presente trabajo, el modelo de aprendizaje invertidopresenta oportunidades de aplicabilidad en la educacion publica de nivel medio superior.Dicho modelo propone, en terminos generales, sustituir la catedra del profesor por materiales de aprendizajeque puedan ser atendidos fuera de clase, mientras la tipica tarea se convierte en actividades ejecutadas dentro del aula. A partir de ello, se describe una experiencia de invertir el aula en la materia“Comprension de textos escritos en ingles como lengua extranjera” de quinto semestrede un bachillerato publicoenla ciudad de Xalapa, Veracruz(Mexico). El apoyo tecnologico fue conformado por un curso, alojado en una plataforma Moodle, elcual maneja recursos digitalesy actividades multimedia de practica.Se eligio un enfoque cuantitativo con diseno cuasi-experimental de pre-prueba y post-prueba con grupodecontrol y experimentalasi como pruebas estandarizadas para la evaluacion de lacomprension detextos. Los resultados muestranevidencias estadisticamente significativas que permiten realizar algunas consideraciones prometedoras EnglishThe purpose of the techno-pedagogical models that have been developed is to apply the most accurate information and communicationtechnologies (ICT) use to the instructional design that is planned to be executed. Among the different models revised to develop the current research, the flipped learning model reveals application possibilities in the public high schools. In general, theflipped learning model proposes that the direct instruction is replaced by learning materials, which are delivered outside the class while typical homework activities are implemented in class time. On this basis, a flipped classroom experience was carriedout in the “Reading comprehension in English as a foreign language” class in the fifth semester of apublichigh schoolin the city of Xalapa, Veracruz(Mexico). Digital resources and multimedia activities were developedand hosted in a Moodle platform. Aquantitative-based approach was used along with a quasi-experimental design with control and experimental groups. Standardized tests for preand post assessment of written text comprehension were also used. The results show statistically important evidences that allow to make some promising considerations

Evaluación de Competencias a través de una Experiencia de Flipped Classrom en Programación en la Universidad Nacional de La Matanza

El objetivo general de la investigación ha sido la utilización de diferentes herramientas de lenguajes de programación con la utilización de Flpped Classroom en la Universidad Nacional de la Matanza en Asignatura de Programación favoreciendo la aplicación y evaluación de competencias.A partir de esa finalidad se ha propuesto crear los recursos y materiales necesarios para poder desarrollar una experiencia de “Flipped Classroom” para los cursos durante el año 2013-2016 y promover el uso de FlippedClasroom que es una metodología educativa que implica “dar la vuelta a la clase”.Se parte de la Hipótesis: La aplicación de Flipped Classroom en estudiantes de la carrera de Ingeniería en Informática de la Universidad Nacional de la Matanza favorece la aplicación y evaluación de competencias del alumno en la Asignatura Programación. El tipo de diseño es cuantitativo / cualitativo. Por último se procede a validar la muestra con los resultados obtenidos.

Sage or guide? Student perceptions of the role of the instructor in a flipped classroom

Higher education has begun to shift from a teacher-centred instructional approach to a student-centred learning approach; many instructors have embraced this change by developing flipped classrooms. In the flipped classroom, students complete pre-work prior to attending class; this pre-work is often in the form of a video recording, lecture recording or reading. Class time is then repurposed to focus on knowledge application and synthesis rather than delivery. As such, it is suggested that instructors become less sage- and more guide-like in their teaching approach. The impact of the flipped classroom has been mostly positive in research; however, it is unclear whether students actually note and/or value the change in the role of the instructor in the flipped classroom. This study sought to evaluate the perception of the ideal instructor according to students following their experience in a flipped classroom course. Data were collected on students’ perceptions of the instructor prior to, during, and following a flipped classroom experience. Overall, students valued the instructor’s role as a moderator rather than information-deliverer; however, the most important aspect of the flipped classroom, according to the students in this study, was the ability of the flipped classroom to foster greater interaction and learning between students.

Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

&lt;p&gt;In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p &amp;lt; .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p &amp;lt; .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.&lt;/p&gt;

Reshaping Radiology Precall Preparation: Integrating a Cloud-Based PACS Viewer Into a Flipped Classroom Model

Preparing residents for the on-call experience in Radiology is one of the most important aspects of education within a training program. Traditionally, this preparation has occurred via a combination of case conferences and didactic lectures by program faculty, daily teaching at the workstation, and precall assessments. Recently, a blended curricular model referred to as the flipped classroom has generated a lot of attention within the realm of graduate medical education. We applied this technique to resident precall education in the subspecialty of Neuroradiology, and surveyed the participants about their perceptions of the course. The structure, implementation, and web-based platform used to create the flipped classroom experience is described herein.

Applying Innovation to CLIL

This paper describes a successful experience of flipped classroom conducted at the University of Salento, Italy, with students of English of the Courses of Study in Science of Primary Education, for the past three years. The initiative arises from the realisation that the traditional lecture does not work anymore with the new generations of students who need different stimuli in order to get the appropriate skills and competences required for their future profession. In a traditional lecture, students just take notes and try to memorise notions so as to pass the final exams and, after that, they tend to forget most of what they studied during the course. Moreover, in spite of the awareness of the importance of speaking English today, and in spite of various reforms aimed at achieving better competence, Italian students graduating from secondary schools, generally enter University with a low-level competence in the language. The pedagogical model of the flipped classroom applied to CLIL, along with strategies of non-formal education, involving team-work and problemsolving, based on the principle of learning by doing, were used to introduce theoretical topics and to perform a number of activities aimed at inclusion and intercultural education. Through active participation in discussion, different tasks assigned which required critical thinking, creativity and the use of communication technologies in creating several products, the students were able to master the theoretical topics planned for the course as well as the teaching approaches, methodologies and strategies to put them into practice in their future jobs.

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy.

Retention of Content Utilizing a Flipped Classroom Approach.

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

Flipping every student? A case study of content-based flipped language classrooms

The study aims to explore university-level foreign language learners’ perceptions of the content-based flipped classroom approach and factors influencing their perceptions. The research questions guiding the study are three-fold. (a) What attitudes and perceptions do students have about language and knowledge acquisition in the content-based flipped classroom? (b) What learning processes and strategies do students employ in the process? (c) What themes emerge from the content-based flipped classroom experience? The findings reveal that by humanizing the classroom through rich interaction between students using the flipped classroom concept, students show improvement in communicative skills, confidence, and content knowledge development. However, students differ in their perceptions of its effectiveness due to their varying epistemological beliefs about the certainty of knowledge, authority and the sources of knowledge, what learning really means, and the importance of measurability in learning outcomes.