Traditional Lecture-based Classroom Research Articles

The effect of flipped learning on students’ basic psychological needs and its association with self-esteem

BackgroundModification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study’s goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem.Methods40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale.ResultsAutonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p < .001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p < .001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p < .001), relatedness (n = 40, z = 4.187, p < .001), and competence (n = 40, z = − 5.323, p < .001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p < .001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p < .01), and competence frustration, (r(38) = − 0.379, p < .05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p < .05), and competence satisfaction (r(38) = 0.429, p < .01).ConclusionsFC better fulfils students’ basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students’ active involvement may better meet millennials’ needs. Implementing validated questionnaires to measure students’ psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign.

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

Effect of Cognitive Context-Based Modeling Instructional Strategies in Biology Concept Teaching: An Educational Action Study

A partially flipped physiology classroom improves the deep learning approach of medical students.

This study aimed to compare the impact of the partially flipped physiology classroom (PFC) and the traditional lecture-based classroom (TLC) on students' learning approaches. The study was conducted over 5 mo at Xiangya School of Medicine from February to July 2022 and comprised 71 students majoring in clinical medicine. The experimental group (n = 32) received PFC teaching, whereas the control group (n = 39) received TLC. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was used to assess the impact of different teaching methods on students' learning approaches. After the PFC, students got significantly higher scores on deep learning approach (Z = -3.133, P < 0.05). Conversely, after the TLC students showed significantly higher scores on surface learning approach (Z = -2.259, P < 0.05). After the course, students in the PFC group scored significantly higher in deep learning strategy than those in the TLC group (Z = -2.196, P < 0.05). The PFC model had a positive impact on deep learning motive and strategy, leading to an improvement in the deep approach, which is beneficial for the long-term development of students. In contrast, the TLC model only improved the surface learning approach. The study implies that educators should consider implementing PFC to enhance students' learning approaches.NEW & NOTEWORTHY In this article, we compare the impact of the partially flipped classroom (PFC) and the traditional lecture classroom (TLC) in a physiology course on medical students' learning approaches. We found that the PFC benefited students by significantly enhancing their deep learning motive, strategy, and approach, which was good for them. However, the TLC model only improved the surface learning motive and approach.

Higher Education's Position in Shaping the Workforce of the Future and the Importance of Adapting to the Digital Age

Changes in teaching and administration at universities are dramatic. These dramatic shifts are being prompted by a number of factors. Micro and Nano degrees, as well as digital transformation, online education, tech-savvy students, operating expenses, and other factors, are all instances of such influences. Students in higher education make use of a variety of digital technology to supplement traditional lecture-based classroom instruction. Technology from the Fourth Industrial Revolution has made its way into HEIs, requiring them to adapt to the digital revolution (DT) in all its forms. Recently, there has been a lot of interest in applying digital transformation methodologies to the education sector, as these methods allow us to characterise the numerous interrelationships among stakeholder in a digitally enabled environment of teaching and learning. The purpose of this research is to highlight the unique aspects of the digital shift implementation process in academic settings. In addition, we will discuss how digital learning fits within the larger context of contemporary universities. More research is needed to understand how universities can adapt to the fourth industrial age and digital transformation.

The application of flipped classroom combined with team-based learning in the orthopedic clinical teaching.

Medical education has evolved rapidly, with the development of flipped classrooms and team-based learning based on lecture-based learning, but the novel model of combining flipped classrooms with team-based learning has been poorly investigated in orthopedic education. A femoral neck fracture teaching mode was chosen to 109 clinical internship students to explore the effectiveness of flipped classroom combined with team-based learning in internship education. They were enrolled and randomly divided into either the flipped classroom combined with team-based learning group (FTG, n = 55) or the traditional lecture-based classroom group (n = 54). All students completed the learning according to the course flow and took before-class and after-class tests. The questionnaires were used to compare students perceptions and satisfaction with the different teaching methods and were utilized to assess the strengths and weaknesses of the 2 groups. The post-class test scores of both groups significantly improved compared to pre-class test scores. Regarding the post-class test scores, FTG's was significantly higher than the traditional lecture-based classroom group's, mainly in clinical areas such as imaging analysis, fracture classification, treatment options, and management of postoperative complications, but there was no significant difference in the mastery of basic theoretical knowledge. The students were more satisfied with the FTG and believed that it improved their various competencies, but with significantly more time spent. FTG is generally recognized as a promising option for training clinical interns and is worth spreading as it has outstanding merits in developing students clinical competence.

Application of a flipped classroom teaching model based on micro-videos in the standardized training of dermatological residents in China.

To explore the effects of a micro-video-based flipped classroom teaching model on the standardized training of dermatological residents in China. A total of 78 residents who had received standardized training at the Department of Dermatology of the First Affiliated Hospital of Anhui Medical University were selected and randomly divided into an experimental group (39 residents) and a control group (39 residents). The experimental group received micro-video-based flipped classroom teaching, whereas the control group received traditional lecture-based classroom teaching. Scores relating to theoretical knowledge of dermatology, clinical practice skills, and the results of a questionnaire survey were used to evaluate the teaching effects. The average score of the experimental group in the theoretical knowledge test (88.56 ± 5.80) was significantly higher than that of the control group (81.90 ± 7.45). Similarly, the average score of the experimental group in the clinical practice skills test (85.44 ± 5.97) was also significantly higher than that of the control group (78.46 ± 5.94). The results of the questionnaire survey showed that the experimental group exhibited significant improvements in learning interest, mastery of teaching content, communication skills, expression skills, clinical practice skills, autonomous learning, clinical thinking, clinical application, and team cooperation. Flipped classroom teaching based on micro-videos helped to improve the teaching effects of theoretical knowledge, clinical practice skills, and residents' comprehensive ability during dermatological residents' standardized training.

Problem-based learning method in the context of a flipped classroom: Outcomes on pain management course acquisition

Introduction: A deep understanding of physiology, physiopathology, pharmacology, and the management of pain is crucial for nurse anaesthetists to ensure the well-being of their patients. Thus, the teaching strategies should enhance the transition from acquiring the fundamental pain phenomena, to developing translational and critical thinking. The aim of the study is to determine if the flipped classroom that is considered an active learning approach is most effective compared to the traditional method in teaching pain management and if it improves students' academic performance. Methods: This study was quasi experimental, at a higher institute of nursing professions, among third-year anaesthesia resuscitation nursing students. participants were randomly allocated into either: the flipped classroom group where PBL was used (FG, n = 19), or the traditional lecture-based classroom group (TG, n = 19). The results and impact of the above approach were appreciated via the analysis of the summative assessment of the class group and from the questionnaire submitted to students. Results: The present study revealed that in the midterm exam, the mean score of the flipped classroom group (14.0) which is significantly higher (p&lt;0.01) than the traditional lecture group (11.9). Moreover, the standard deviation of this latter is slightly higher (2.41) which indicates scores far from the average. Also, a significant difference between the averages of the two approaches in favor of flipped classroom Group was revealed (p&lt;0.01). Conclusion: The assessment of student’s grades and their appreciation of both teaching approaches showed a preference for the PBL. Keywords: Flipped Classroom, Nursing Education, Pain Management, Problem-Based Learning

Experience First, Formalize Later

The EFFL model empowers students to build strong conceptual understanding of mathematics through carefully designed, equity-minded activities that disrupt the traditional lecture-based classroom.

Using Kahoot! as an assessment tool to enhance learning in a traditional lecture-based classroom

Purpose: Game based learning when introduced into traditional classroom environments makes learning fun. Kahoot! is a game based app which can be used to assess students’ knowledge, and is a promising tool for formative assessment. The purpose of the study was to measure the extent to which the popular game based online platform of “Kahoot!” is effective as a tool of assessment for learning. Methodology: The crossover study was conducted at a medical college in India. Sixty students participated with 30 in the Kahoot! Group and 30 in the Control group. Four topics were taught; assessments were done immediately after a topic was taught and 15 days afterwards to assess knowledge retention. Results: Analysis showed statistically significant improvement from initial test to retention test in both the Kahoot! and Control groups in all four sessions. Out of 120 respondents from each group who attended the four sessions, 75% (90/120) of respondents in the experimental group (Kahoot!) scored 17.7% more than the Control group in the test held immediately after the lecture and 76.6% (92/120) respondents in the experimental group scored better than the Control in the test held after 15 days. Students found that Kahoot! sessions were motivating, engaging and made learning fun. Conclusion: Kahoot! is a promising formative assessment tool that can be introduced in a traditional classroom to enhance learning.

Implementation of flipped classroom combined with case-based learning: A promising and effective teaching modality in undergraduate pathology education.

The popularity of flipped classroom (FC) is growing in medical education. However, the application of FC in pathology teaching has not been well explored. This study assessed the efficacy of FC combined with case-based learning (CBL) in undergraduate pathology education via comparison with a traditional lecture-based classroom (LBC).A total of 117 third-year students were enrolled and assigned to the FC group (n = 59) or LBC group (n = 58) with demographic matches. Two sections in the pathology textbook (cardiovascular and respiratory system diseases) were chosen for the teaching content. Students in the FC group were required to study the preprovided course materials pre-class, followed by clinical case-based interactive group discussion in-class. Students in the LBC group were encouraged to preview and attended a didactic lecture in class. Post-class quizzes and Likert questionnaires were performed to investigate the efficacy and possible advantages of CBL-based FC over LBC.The scores of the 2 groups in the mid-term examination of pathology before interventions were comparable. However, students in the FC group gained significantly higher scores in the post-quizzes than those in the LBC group, especially the scores regarding the questions of clinical case analysis. In the questionnaires, more students considered CBL-based FC to be beneficial to learning motivation, knowledge comprehension, critical thinking, patient management and teamwork than LBC. In addition, more students agreed that the FC model increased pre-class burden than LBC, rather than in-class pressure.CBL-based FC modality has promising effects on undergraduate pathology education and may be a better choice than traditional LBC. Further optimizations are needed to implement this novel approach in pathology and other medicine curricula.

Comparison of flipped and traditional lecture-based classrooms for Kampo (traditional Japanese medicine) education in a medical school

Flipped classroom teaching (FC), one of the active learning methods, has been shown to be more effective than traditional lecture-based classroom teaching (TC) in a variety of fields. We have previously reported the usefulness of FC in a undergraduate 'Kampo Medicine (traditional Japanese medicine)' mandatory course, conducted in 2015. However, it was a pilot study and the results were based only on students' subjective evaluations. Therefore, in this study, we have developed the FC program, and implemented FC, and compared it with TC. In the annual year 2018 (AY 2018), the common cold class was implemented as FC model and the women's health class as TC; in AY 2019, all classes were implemented as TC. Between the cohorts, we compared subjective outcomes, as well as objective outcomes. Among the subjective evaluations, the explanatory ability of Kampo characteristics, indications and pharmacological effects were significantly higher in the FC than that in TC. Also, the knowledge retention was higher in FC. Objective evaluation showed that both class attendance and exam scores were significantly higher in FC. The FC model developed in this study has been shown to be effective, however, we planned the further study with multiple institutions in near future.

Effects of inverted L2/Ln language pedagogy on student experiences and outcomes: The case of American Sign Language

Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one controlled (traditional) and one experimental (inverted) advanced ASL class in a post-secondary setting. Results suggest that the inverted pedagogy is an approach that is as viable as the traditional approach for teaching and learning ASL as an L2 that enables students to engage in meaningful activities and conversations.

Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and &lt;0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p&lt;0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

TEACHING WORD-FORMATION THROUGH FLIPPED LEARNING: A PROPOSAL FOR UNIVERSITY LECTURES

In recent years, thanks to the advent of the Internet technology, flipped learning, in which instruction is accessed at home in advance of class, has received considerable attention as an alternative to traditional lecture-based classroom practices, as it leaves class time for developing higher-order competencies such as applying, analyzing and evaluating by offering students more opportunities for problem-solving, discussion and collaborative learning. The purpose of this article is to present a proposal for teaching English word-formation processes, namely compounding, conversion, blending and clipping, in higher education through flipped learning, understood here as a form of blended learning that incorporates elements from traditional face-to-face teaching, online instruction and cooperative group work. This teaching proposal, which combines the so-called “discussion-oriented” and “group-based” flipped classroom models, includes contents, objectives, competencies, activities and assessment. Although originally designed for Spanish students of English morphology, the proposal is easily adaptable to related courses and provides a basis for teaching a range of linguistic subjects through the inverted classroom approach.

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

BackgroundA flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education.MethodsThe subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction.ResultsResults showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course.ConclusionsThis study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

Production and Evaluation of an Educational Process for Human–Computer Interaction (HCI) Courses

Contribution: This work presents a teaching and learning process for human-computer interaction (HCI) courses, combining traditional lecture-based classroom (TLBC), active learning (AL) and project-based learning elements, such that students can increase their understanding over HCI. Background: In undergraduate science computing, the academic curriculum is composed of theoretical and practical courses. The theoretical courses address more abstract content. This process intends to increase the involving of students over the theoretical discipline of HCI. Research Questions: This work shows a different approach to improve student retention for a better understanding of the theoretical aspects over HCI. Methodology: This proposed process has three mainstages and, as newness, uses the t-learning concept to simulate interactive educational videos. In the first stage, the teacher presents concepts of HCI using TLBC. The second stage is AL, where students make oral presentations or make of learning objects based on interactive videos (LOBIVs) to reinforce their self-comprehension over theoretical content. The third stage is the PBL activity of the production of new LOBIVs. Findings: The results show higher statistical scores using the proposed method (PM) in comparison with the TLBC used in HCI course. A total of 131 students concepts were compared in this work, that uses TLBC, with 113 students concepts that use the PM. The results indicate that there are advantages in the PM, because it helps to reduce the number of reproved students and increases the average students grade.

The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

BackgroundThis study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process.MethodsWe prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups.ResultsThe traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001).ConclusionsPBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for nonmath majors may be especially suited to the FC model given its unique challenges as a required course for students with varying mathematical skills and background. For example, these students often have low interest and high statistics-related anxiety. Recent studies suggest the FC for introductory statistics courses leads to increased performance relative to a traditional lecture-based classroom (LC). This meta-analysis compared the academic performance of students in introductory statistics courses for nonmath majors who were taught in a FC versus those taught in a LC. Results indicate that students in the FC had statistically discernibly higher final performance outcomes compared to the LC delivery with an average difference of 6.9% in performance (Hedge’s g = 0.43), though there was evidence of moderation by the presence of weekly in-class quizzes. These findings suggest that implementing the FC within the introductory statistics classroom at the undergraduate level may improve learning achievement, but more research is needed to explore the role of regular class quizzes. Supplementary materials for this article are available online.

Flipped Classroom Approach Used in the Training of Mass Casualty Triage for Medical Undergraduate Students.

The aim of this study was to explore the application of the flipped classroom approach in the training of Mass Casualty Triage (MCT) to medical undergraduate students. In this study, 103 fourth-year medical students were randomly divided into a Flipped Classroom (FC) group (n = 51) and a Traditional Lecture-based Classroom (TLC) group (n = 52). A post-class quiz, simulated field triage (SFT) and feedback questionnaires were performed to assess both groups of students for their learning of the course. In the post-quiz, the median (IQR) scores achieved by students from the FC and TLC groups were 42(5) and 39(5.5), respectively. Significant differences were found between the two groups. In the SFT, overall triage accuracy was 67.06% for FC, and 64.23% for TLC students. Over-triage and under-triage errors occurred in 18.43% and 14.50% of the FC group, respectively. The TLC group had a similar pattern of 20.77% over-triage and 15.0% under-triage errors. No significant differences were found regarding overall triage accuracy or triage errors between the two groups. The FC approach could enhance course grades reflected in the post-quiz and improve students' satisfaction with the class. However, there was no significant difference of competency between the two groups demonstrated in the SFT exercise.

From Sherbrooke to Stratford and back again: Team teaching and experiential learning through “Shakesperience”

Attempting to teach theater in an English Literature course is a daunting prospect. A far cry from the highly individual experience of reading a novel or poem, theater is both a visual and communal kind of engagement. It is a challenge to capture this medium in a traditional lecture-based classroom and harder still to convey its three-dimensionality to undergraduate students. In this paper, we argue that experiential learning and team teaching are especially resonant in the exploration of Shakespearean studies because of the active and collaborative nature of his theater and plays. This paper draws out avenues for experiential learning in the humanities that should have broad applicability and interest a wide range of readers. Framing our design, implementation, and critical reflection in the relevant research, we provide an example of how to anchor experiential learning in the humanities in practice. The case study outlines a compact spring session course on Shakespeare’s plays and performance that includes in-class, online, and field study components. Our research reveals that this approach mirrors in several key ways the collaborative work at the heart of Shakespearean drama and of theater more generally: students are exposed to the plays on the page, on the stage, and behind the scenes; they are offered a model of collaborative knowledge-making both in the theater and in the team-based course design and delivery; and, with these examples before them, they are encouraged to take risks, to collaborate, and to form communities of their own in their learning. In the conclusion we devote attention to funding and the cost associated with experiential learning and field courses. This paper explores experiential learning and field-based immersive learning into the context of disciplinary-specific humanities classrooms with the goal of increasing interaction among students and enhancing students’ learning ( Béchard and Pelletier, 2001 ).