Pre-class Materials Research Articles

Team-based learning: Implementation and evaluation of nursing students’ experience and satisfaction

Team-based learning is an alternative to passive learning. Its defining characteristics are small-group collaboration and active student participation. This study evaluated students' accountability, performance, and satisfaction with the team-based learning strategy, as well as the impact of gender and cumulative grade point average. It was a quasi-experimental one-group post-test study conducted at the College of Nursing and Health Sciences, Jazan University, Saudi Arabia. A team-based learning session with 214 students was conducted. Descriptive statistics, chi-square, and multilevel regression were used to analyze students' accountability, preference, and satisfaction with team-based learning using an online survey. Students were accountable; 85% used pre-class materials to prepare. The majority of students expressed satisfaction with their session engagement. Most believe that team-based learning motivated them to engage and recommend it for nursing courses. Male students' scores on the team readiness assessment test improved by 30.73%. The multilevel regression analysis revealed a substantial gender effect on gain increases (P-value < 0.0001). Students expressed great satisfaction with their team-based learning experience. This study demonstrated that team-based learning improved student involvement, performance, and accountability and recommends its application in the nursing program; however, further research is needed to improve the transferability of results.

Flipped Classrooms: Addressing Students Participation and Preparedness

The flipped classroom concept has gained attention in recent years as a modern pedagogical approach that offers an alternative to traditional teaching methods. While the flipped classroom model represents a significant shift in teaching strategies, its effectiveness in promoting active student participation and engagement cannot be guaranteed. The widespread use of mobile phones and computers has had a negative impact on digital learners, leading to a decline in the review of pre-class materials among higher education students. This paper critically examines the potential of the flipped classroom as an active learning strategy and raises questions about its effectiveness in meeting students' diverse needs. Results indicate that the flipped classroom teaching approach enhances student engagement and academic achievement. However, the effectiveness of this method hinges on digital learners adapting their study habits. A significant number of students fail to review course materials outside of class due to their reliance on digital tools, resulting in reduced pre-class preparation and fewer active participants in classroom discussions.

Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students' Engagement and Perception.

Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta

This research investigates the influence of flipped learning on the engagement of adult participants in non-formal English language programs, considering diverse language proficiency levels. Employing a comprehensive methodology involving observations, interviews, and surveys, the study assesses engagement indicators and captures participants' perspectives. The incorporation of pre-class materials emerges as a significant contributor, empowering students to anticipate and prepare for in-person sessions, thereby fostering confidence and active participation in class discussions. The integration of collaborative group work further enhances engagement by introducing diverse viewpoints. Survey findings align with observations and interviews, affirming the effectiveness of the flipped learning model in augmenting student engagement. The approach also positively impacts students' perceptions of English learning, encouraging a deeper exploration of its practical relevance. This study highlights the crucial role of flipped learning in fostering dynamic and meaningful student engagement, offering valuable insights for educators seeking to optimize their teaching methodologies. Acknowledging limitations in sample size and educational context, the research emphasizes the necessity for future studies in more diverse settings.

Best Practices in the Implementation of Flipped Classroom in Rural Elementary School in Shandong China

This study explores the implementation of the flipped classroom model in rural elementary schools in Shandong, China, with a particular focus on identifying and elucidating best practices. Leveraging a quantitative methodology that employs interviews with experienced teachers, the research provides valuable insights into the challenges and opportunities associated with this innovative pedagogical approach. Through thematic analysis, the study uncovers four best practices: clear learning objectives, engaging pre-class materials, interactive in-class activities, and assessment alignment. These practices enhance transparency, engagement, and personalized learning, ultimately benefiting students, teachers, educational institutions, and policymakers. The findings underscore the adaptability and transformative potential of the flipped classroom model, particularly in resource-limited rural settings. This research serves as a practical and evidence-based guide for enhancing education and fostering equitable opportunities for students in these contexts

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones – problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners’ satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students’ satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.

Flipped classroom in neurophysiology: performance analysis of a system focusing on intrinsic students' motivation.

Introduction: Teaching methodologies promoting active learning result in higher-order knowledge application, a desirable outcome in health disciplines like Physiology. Flipped-classroom (FC) promotes active learning and engagement in the classroom. Although specialized research keeps accumulating, the advantages of FC for improving academic outcome and ultimately patient care remain controversial and open to further analysis. Objective: This study evaluates the benefits of applying FC to the Neurophysiology module of a Human Physiology course. Methods:We compare final grades of students exposed to standard lecturing (five-years) vs. FC (six-years), and study the FC impact on student motivation, study time and rewards. Differing from conventional FC, we performed no pre-class/in-class assessments, relying on the students' internal motivation to experience our FC model. A printed student workbook was designed as pre-class material for each session. Reading times respect the expected daily study time of students in our system. Results and discussion: Concerning academic performance, our long-term study reports a significant increase in average scores for FC groups. Overall, students get better scores in multiple choice tests than in problem-solving questions. A more detailed analysis uncovers that our FC model helps students to obtain better scores, reducing variability in performance due to assessment methods. Based on our open-ended survey questions, most students rate the FC environment and in-class activities positively and perceive a positive effect of FC on teachers' performance. An objective automatic Sentiment analysis of open-ended answers reveals that FC is positively appreciated by students, associating positive perceptions to their understanding of physiological concepts, and negative evaluations to their time management.

Improving the effectiveness of video-based flipped classrooms with question-embedding

AbstractAlthough video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students’ age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms.

Understanding medical professionalism using express team-based learning; a qualitative case-based study

ABSTRACT Medical Professionalism (MP) defined as values, behaviours and attitudes that promote professional relationships, public trust and patient safety is a vital competency in health profession education. MP has a distinctive uniqueness due to cultural, contextual, conceptual, and generational variations. There is no standard instructional strategy to probe the understanding of MP in a cohesive, structured, interactive manner. This study aimed to investigate undergraduate medical students’ understanding of MP using express team-based learning (e-TBL) at both campuses of Royal College of Surgeons Ireland (RCSI). Using the key principles of a sociocultural theoretical lens in adult learning theory, we designed e-TBL as a context-learning-based educational strategy. We conducted three e-TBL sessions on cross-cultural communication and health disparities, a reflective report on clinical encounters, and professionalism in practice. We collected, collated, and analyzed the student experiences qualitatively using data gathered from team-based case discussions during e-TBL sessions. A dedicated working group developed very short-answer questions for the individual readiness assurance test (IRAT) and MP-based case scenarios for team discussions. In this adapted 4-step e-TBL session, pre-class material was administered, IRAT was undertaken, and team-based discussions were facilitated, followed by facilitator feedback. A qualitative inductive thematic analysis was performed, which generated subthemes and themes illustrated in excerpts. Our thematic analysis of data from 172 students (101 from Bahrain and 71 from Dublin) yielded four unique themes: incoming professional attitudes, transformative experiences, sociological understanding of professionalism, and new professional identity formation. This qualitative study provides a deeper understanding of medical students’ perceptions of medical professionalism. The generated themes resonated with divergent and evolving elements of MP in an era of socioeconomic and cultural diversity, transformative experiences, and professional identity formation. The core elements of these themes can be integrated into the teaching of MP to prepare fit-to-practice future doctors.

Flipped Instruction: Upscaling Learners’ Sentence Structures in Writing

The transition to hybrid learning brought about by the new normal education introduced various discussions and changes in the physical classroom, which require teachers to upskill their teaching strategies in order to upscale student performance. Lately, flipped instruction (FI) has been suggested to support this transition. According to Dr. Bada (2015), an important restriction of education is that teachers cannot simply spoon-feed students with knowledge; instead, students need to actively construct knowledge in their own minds. FI basically inverts the learning process by reversing the order of typical activities of common teaching practice (Ekmekci, 2017; Tucker, 2012). It is an educational approach that combines engaging exercises with asynchronous preclass materials that are provided to cater to students' needs depending on their learning styles. Though it is observed to be effective in the classroom in general, the researchers specifically aimed to assess if FI could better assist EFL teachers in upscaling their writing skills. It sought to help the Grade 7 students of Bajet-Castillo High School as respondents of this study to improve their sentence structures through FI. Findings revealed that FI has been effective in developing the writing skills of the respondents and should have enough task-based asynchronous activities to help with their sentence structures. Aside from this, this study recommends that educators and administration allocate time and programs that support this particular learning setting to achieve continuous and total development of each and individual learner.

Teaching Tooth Wear Diagnosis, Risk Assessment, and Treatment Decisions Applying Inverted Classroom Combined with Case Presentation Model

This study explored the application of a model for teaching tooth wear diagnosis, risk assessment, and treatment decisions to undergraduates at the UCLouvain, Belgium, based on an inverted classroom combined with case presentations. The aim was to explain its implementation and assess improvement in learning, engagement, and satisfaction. The hypothesis tested was that this model would enhance students’ performance. This controlled clinical trial included 29 dental students in the test group and 30 in the control group. All students received instructions and pre-class material for reading via e-mail 2 weeks prior to class time (T0). The test group included students attending the class time (attendance was not obligatory). The control group consisted of students only attending the preclinical training (attendance was obligatory). Both groups assessed three case presentations with no, moderate, and severe erosive tooth wear. The test group assessed the cases at the beginning of the class time (T1). One week later, at the beginning of the preclinical training, the students of the control group assessed the case presentations (T2). In parallel, to measure the contribution of the class time to students’ performance, the test group reassessed the cases (T2). This was followed by discussion of each case in which the lecturer presented the benchmark assessments. Students’ perception of their learning experience was recorded. The generalized linear mixed regression model showed that for the overall assessments of cases, students in the control group were significantly less likely to agree with the benchmark than students in the test group (OR = 0.62; p = 0.006). Students’ satisfaction was higher in the test group than in the control group but only significantly regarding the quality of the cases presentations (Fisher test p < 0.01). The class time contributed significantly to students’ improvement in learning in the test group (liner mixed model; p < 0.01). In conclusion, the model applied improved significantly in performance, learning, and to some extent satisfaction. However, the motivation strategy applied resulted in only half of the students adhering/engaging to the complete interactive model of teaching. Further motivation strategies should be implemented to make the complete model more widely accepted by students.

Cranial Nerve Anatomy Using a Modular and Multimodal Radiologic Approach.

IntroductionMedical students often struggle with learning cranial nerve anatomy. Typically, cranial nerve anatomy is taught using didactic lectures and textbook illustrations, often leaving students frustrated.MethodsWe developed a multimodal radiologic approach to teaching cranial nerve anatomy. First, 150 students were presented with carefully curated preclass material from which to prepare. Next, they received a didactic lecture that was recorded for them to revisit on their own time. Last, students worked in groups in a lab setting with expert radiologists to identify the cranial nerves and related anatomy and learn about some basic pathophysiology. We used a pretest and posttest to examine the effectiveness of our teaching methods and a survey to measure students’ satisfaction.ResultsStudent knowledge of cranial nerve structure was significantly improved after our module, with quiz scores increasing from 4.6 to 6.8 out of 9.0 (p < .001). In addition, students reported feeling more confident in their knowledge of the material and offered high satisfaction scores.DiscussionThe breadth of knowledge covered during the preclinical training years continues to expand despite stable or even contracted durations of training, requiring knowledge to be delivered in an ever more efficient manner. Ultimately, the multimodal pedagogy used by our resource leads to students who are more confident and engaged in their learning, resulting in increased knowledge.

Student perceptions and academic performance in a remote flipped classroom

Objective: To identify the components of a flipped classroom that may need to be adjusted for remote learning and to compare academic performance between remote and in-person flipped classrooms. Methods: After implementing a remote flipped classroom in therapeutics classes in an integrated organ system block in 2020, the authors surveyed students on their perceptions of it and compared the median percent score of therapeutics questions on two summative assessments between students who took the block in person in 2019 and remotely in 2020. Results: Reducing the amount of pre-class work was the most frequent feedback. Fewer than half felt that breakout room sessions enhanced their learning. The Cohort 2020 had significantly lower median percent scores on therapeutics questions than the Cohort 2019. Conclusions: Delivery of pre-class materials and arrangements of student interactions in-class were identified as components for adjustments in a remote flipped classroom. Given the lower academic performance, additional support should be provided.

Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

&lt;p style="text-align:justify"&gt;Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.&lt;/p&gt;

The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ self-efficacy, study process, and learning performances

The flipped classroom approach has been extensively adopted in STEM disciplines, while little empirical evidence has been found in language teaching and learning, especially in the English for Specific Purposes (ESP) context. This quasi-experimental study aimed to explore how the flipped classroom approach affected non-English majors’ self-efficacy, study process, and learning performance in English learning. An 18-week semester-long flipped approach with pre-class materials and in-class interactive activities was implemented in a university ESP class in Taiwan. The results showed that the experimental group attained significantly higher self-efficacy, and outperformed the control group on the examinations. Moreover, the flipped approach promoted learners’ higher-level skills and enabled them to scrutinize new ideas critically and connect them to their existing cognitive structures, and make numerous associations between ideas.

A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research

Flipped learning is a pedagogical approach in which the traditional way of instruction is inverted by presenting new concepts and subject matters before class and allocating more class time to collaborative, individualized, and differentiated learning. Recently, the use of flipped learning has become popular in the context of learning English as a second/foreign language (ESL/EFL). However, no quantitative synthesis has been conducted on the results of flipped ESL/EFL studies so far. Therefore, with this gap in our mind, we conducted a meta-analysis that consisted of 69 between-subject design studies in the field of ESL/EFL, in which we compared the flipped and lectured-based classrooms in improving students’ achievements. In order to interpret the results, we used the field-specific benchmark for L2 research proposed by Plonsky and Oswald (2014) in Mod Lang J 100: 538–553, 2021. We found that the influence of flipped learning on students’ achievements was large and positive. Also, the findings of moderator analysis indicated that the flipped group performed better when some extra activities and exercises were accompanied by pre-class materials. We conclude that although flipped learning is new in the ESL/EFL field, it has the potential to improve students’ achievements if appropriately designed and implemented. Moreover, since flipped learning is in its fledgling state in the ESL/EFL field, more empirical evidence and research is required in all educational levels to examine its effectiveness, more specifically regarding design and implementation.

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

BackgroundThe flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT.ResultsParticipants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

Controlled comparison of a flipped classroom evidence-based practice course delivered online or on-campus

The flipped classroom model is a well-known evidence-based educational approach for student-centred learning. In a flipped classroom, students receive instructional content before class, and use classroom time to engage in...

Multicourse Comparative Study of the Core Aspects for Flipped Learning: Investigating In-Class Structure and Student Use of Video Resources

Since 2013, the number of publications on flipped learning within chemistry have steadily increased. However, most of these studies focus on flipped course reforms within individual institutions, while the outcomes of any learning environment are dependent on how the environment is structured and the degree to which students interact with its elements. In this study, we apply a coordinated set of assessment practices to investigate similarities among flipped chemistry courses at five institutions in the United States. All courses in the study followed the two basic tenets of flipped learning: (1) foundational information was delivered through preclass materials (PCMs), and (2) the face-to-face (F2F) environment applied or extended the content through active learning. Each F2F environment was characterized using video recordings analyzed with the Classroom Observation Protocol in Undergraduate STEM (COPUS) tool. Each individual course showed consistent use of F2F time across each session recording; however, there were significant differences in the predominant student behaviors between courses. Student behavior in two of the courses (Courses Four and Five) was dominated by work in small-groups on problem-solving worksheets, in contrast to another course (Course One) where responding to whole-class questioning posed by the instructor dominated students’ behaviors. While behaviors in the two remaining courses (Courses Two and Three) included a mix of responding to clicker and whole-class questions, one of them (Course Three) also included large episodes of students simply listening during instructor presentation of material. A midsemester survey was administered in each course to characterize students’ interactions with, and perceptions of, the PCMs. Of particular note, student self-reports of the number of videos viewed and the timing of viewing trended with the amount of peer-to-peer interaction during F2F sessions. That is, students in courses with more consistent groupwork reported watching more of the video content and doing so before the F2F session. These results demonstrate that flipped classrooms can take many forms and suggest that F2F structure may create non-grade-based incentives for PCM utilization.