Full Flip Research Articles

Outcomes of Flipped Classroom Instruction in an Entry-Level Physical Therapy Course

Background and Purpose. Instead of relying exclusively on traditional lecture classes, instruction known as “flipped classrooms” provides students a more interactive learning environment. In a flipped classroom, students are required to listen to prepared prerecorded course content before they come to class. Rather than homework following a lecture, students complete assignments in the classroom on concepts specifically drawn from the lecture. Flipped classrooms are gaining more popularity; however, quantitative studies on their ability to improve learning are lacking. Case Description. This is a retrospective review over 3 consecutive years that describe outcomes of three teaching methods within one unit of an entry-level physical therapy course. Examination scores from a traditional lecture (TRAD) classroom (n = 44), a partially flipped (pFLIP) (n = 49), and a fully integrated flipped (full FLIP) classroom (n = 50) were compared. Outcomes. Students receiving instruction in a full FLIP classroom demonstrated the greatest improvements from examination 1 to examination 2. The pFLIP cohort demonstrated statistically significant lower scores compared to full FLIP cohort on examination 2. Discussion and Conclusion. The TRAD class received in-class lectures with homework, whereas the pFLIP cohort received in-class question and discussion of content, while the full FLIP cohort received intentional in-class work. A full FLIP classroom requires active participation by students, and in doing so, it simultaneously provides an enhanced opportunity to apply new content to contextualize new information with prior knowledge to solve problems. This opportunity to apply content along with the availability of the instructor to provide feedback in real time may have led to greater understanding of the course material.

The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs

This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students’ learning and satisfaction of the redesign of a first-year, principles of microeconomics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015.Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, as well as to elements of group work design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students’ teaching evaluations.

A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

Twelve Years Technology-Enabled Enhancement and Sharing of a Materials Characterization Course by Five Virginia Universities

ABSTRACTCourse viability requires dealing with issues of adequate class size, diversity of academic background and goals, English fluency, heavy content and more. To this end, for thirteen years a consortium of five Virginia universities, including an HBCU, has shared a first-year graduate course on materials characterization. The journey began with just classroom co-presence. The present state includes common-server availability of materials (presentation slides, background articles, e-books), of content-delivery lectures (“full flip”) and of recorded class sessions (all). The most significant current issue is making effective use of the extensive in-class discussion time now made available by flipping.

Signal scaling improves the signal-to-noise ratio of measurements with segmented 2D-selective radiofrequency excitations.

Segmented 2D-selective radiofrequency excitations can be used to acquire irregularly shaped target regions, e.g., in single-voxel MR spectroscopy, without involving excessive radiofrequency pulse durations. However, segments covering only outer k-space regions nominally use reduced B1 amplitudes (i.e., smaller flip angles) and yield lower signal contributions, which decreases the efficiency of the measurement. The purpose of this study was to show that applying the full flip angle for all segments and scaling down the acquired signal appropriately (signal scaling) retains the desired signal amplitude but reduces the noise level accordingly and, thus, increases the signal-to-noise ratio. The principles and improvements of signal scaling were demonstrated with MR imaging and spectroscopy experiments at 3 T for a single-line segmentation of a blipped-planar trajectory. The observed signal-to-noise ration gain depended on the 2D-selective radiofrequency excitation's resolution, field-of-excitation, and its excitation profile and was between 40 and 500% for typical acquisition parameters. Signal scaling can further improve the performance of measurements with segmented 2D-selective radiofrequency excitations, e.g., for MR spectroscopy of anatomically defined voxels.

Dissociative adsorption of NO upon Al(111): Orientation dependent charge transfer and chemisorption reaction dynamics

The dissociative and abstractive chemisorption dynamics of NO on Al(111) were studied. A higher sticking probability for the N end-on of NO onto Al(111) was measured. In contrast, Auger electron experiments reveal stepped surfaces to be oxygen rich at low coverage after exposure to NO. Density functional theory calculations show (i) a few angstroms from the surface, an N end-on first collision geometry results in electronic structures consistent with charge transfer; (ii) there is stabilization on the surface for N end-on or side-on orientations; (iii) dissociation is enhanced by a partial or full flip of the molecule.