Traditional Lecture Instruction Research Articles

Examining the effects of student-centered flipped classroom in physiology education

BackgroundThe flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students.Method131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching.ResultsOur results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom.ConclusionThe flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

Impacts of Collaborative Learning on Learners’ Academic Performance in Chemistry in Three Selected Secondary Schools of Nyamasheke District

Collaborative learning helps students to have active control over their own learning and create both academic and social relationships to accomplish common goals. This paper reports a quasi-experimental research that employed a pre-test and a post-test approach to investigate the impacts of a collaborative learning teaching approach on learners’ academic performance in chemistry in three secondary schools purposively selected within the Nyamasheke district in Rwanda. At each school, two classes of senior two (S2) were purposively selected whereby one class was taken as a control group, while the second parallel class formed an experimental group. Thus, all the control groups comprised 128 students, while the experimental groups comprised 133 senior two students. To collect data, a pre-test and post-test were given to the students. The data were analyzed using descriptive and inferential statistics (i.e., t-test generated by Microsoft Excel 13). The results from the t-test showed [t (257) = -8.05, p = .000; p&lt;.001] which indicates that there is a statistically significant difference in mean scores between the two groups. The null hypothesis, therefore, is rejected in favor of the alternative hypothesis to confirm that students taught using a collaborative learning teaching approach performed better in preparation and classification of oxides than those taught using traditional lecture teaching methods.

Impacts of Improvised Instructional Materials on Grade Nine Learners’ Performance in Chemistry

The aim of this study is to investigate the impacts of improvised instructional materials on grade nine learners’ performance in chemistry. It is a quasi-experimental study that employed pre- and post- test to investigate the impacts of improvised instructional materials on learners’ chemistry performance. A sample of 450 learners randomly selected was used in this study. Thus, a researcher formed two groups, control group made of 255 learners taught with traditional lecture teaching method and an experimental group made of 255 learners that was taught using improvised instructional materials. Learners in both groups were given a survey questionnaire to fill about their views in relation to the use improvised materials. In addition, the researcher gave a pre-test and a post-test to learners in both groups before and after intervention. The results from survey questionnaire showed that learners learned actively and performed better when they learned through improvised instructional materials. The pre-test results [t (248) = .0992; P&gt;0.5] showed that there was no difference in learners’ performance. However, post-test results [t (248) = .000; P&lt;0.5], showed a significant difference in learners’ performance in favor of those taught with improvised instructional materials. It is, therefore, recommended that chemistry teachers develop and use regularly improvised instructional materials to broaden learners’ knowledge and to improve chemistry learners' performance through hands-on activities.

PROJECT APPROACH TO LEARNING: EXPERIENCE IN DIFFERENT COUNTRIES

Different countries in their educational systems have accumulated extensive experience in using project technology in education. This technology is an alternative to traditional lecture teaching: it helps to connect theoretical material with practice in real life; to change the roles of students and teachers: students have the opportunity to become an active subject in the educational process, and teachers are engaged in organizing, managing and directing this process, and not just broadcasting ready-made information. The purpose of the article is an analytical review of the options for implementing project-based learning for students in Finland, France, Australia, China and the USA described in foreign peer-reviewed journals. A brief excursion into the history of the origin and development of the project-based learning method is given. The main characteristics of different approaches to its application are highlighted, which differ in the attitudes towards solving certain problems, the choice of goals and means of implementing educational projects. The article is an attempt to comprehend and generalize the world experience in the application of project technology in education. The materials of the publication provide an opportunity for managers of the education system of different levels and practicing teachers to get acquainted with the potential and diversity of project-based learning practices in order to adopt the best of them and the most acceptable for Ukrainian realities, adapting them to the conditions of specific educational institutions.

Project-Based Versus Traditional Lecture Teaching Methods

To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

Project-Based Versus Traditional Lecture Teaching Methods

To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed the significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

Project-Based Versus Traditional Lecture Teaching Methods

To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.

Study of Effectiveness of Pattern Based Teaching Method on Students’ Long-Term Retention of Contents in Organic Chemistry

Organic chemistry is a subject which students find difficult because of complex reactions and mechanisms involved. The main aim of this study was to study the students' understanding of the concepts of organic chemistry by pattern based teaching method (PBT). Pattern Based Teaching is a systematic approach in teaching chemistry where the reactions and mechanisms are systematized into a particular pattern for different functional groups. The students are made to understand the basic concepts how to introduce a particular functional group and how functional groups give reactions with different type of reagents. The present paper reports the effect of this innovative teaching method on students' long term retention of organic chemistry course material. Long term retention of contents was examined by conducting two tests-pretest (based on traditional lecture teaching) and a post-test (conducted after PBT). Students' of first year undergraduate class of two different colleges of Kishangarh city of Ajmer district of Rajasthan were used for the study. These students were divided into six groups and two of them were taught by the author by PBT method. The rest four groups were control groups taught by the traditional lecture based teaching method. Students performance after PBT method was compared to that in a traditional lecture based teaching method. Our analysis showed that the out of the six sample groups of students used in our study, the highest mean scores (10.46 and 13.36) were of the two experimental groups. The four control groups had mean scores in the range 7-10. This investigation thus suggests that pattern-based teaching in organic chemistry is a powerful and systematic approach which facilitates students’ long-term retention of contents of the subject. It promotes active learning and creates students’ interest in the subject.

Investigating the influence of experiential training on the ability to anticipate risks of caught-in accidents

Caught-in accidents are the most common type of occupational accidents in Taiwan’s manufacturing industry. Although the law stipulates that, as a control measure, specific machinery and equipment must comply with safety standards before leaving the factory, caught-in accidents are still reported. Therefore, education and training are important. We referred to Kirkpatrick’s four-level model for analysis and chose a film manufacturer as the study subject. Workers were divided into three groups to evaluate the effectiveness of different training methods: (a) without safety/health education and training (control group); (b) with traditional lecture teaching; (c) with practical experiential training. Although statistically significant overall, only the group with practical experiential training showed statistically significant differences in graph selection and occupational accident videos compared to the group without safety/health education and training. Therefore, we suggest using traditional indoor lectures and practical experiential training for risk anticipation in enterprises to improve their performance.

An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning

ABSTRACT Learning spaces that engage students actively are becoming more common. Active learning spaces are designed to facilitate collaboration between students as they engage in problem solving, communication, and teamwork. Recently, Auburn University installed an active learning space in the construction management teaching facility which provided a dedicated active learning space for construction education. During the 2018–19 academic year, students were surveyed to better understand their perspectives on the learning environment after having a class in the space. The goals of this exploratory study focused on student experiences within the active learning environment including perceived impact on learning and engagement within construction education. Sixty-eight percent of the students surveyed believed their learning and 82% believed their engagement with the material was enhanced by the space, the teaching tactics, and shared engagement. Results indicated that while the majority of students expressed positive experiences in areas of “group work and collaboration” and the “engaging and interactive” nature of the class, some construction students found the space distracting particularly when traditional lecture teaching was employed. Overall, the active construction management classroom can enhance the quality of students’ experience through appropriate course design and enriched dialogue, and a potential to positively improve the quality of construction education exists.

Comparing attitudinal learning of large enrolment active learning and lecture classes

ABSTRACT Students’ self-reported attitudinal learning were compared between two different large courses that incorporated attitudinal learning objectives at a Midwestern US public university- a course on environmental sustainability utilising active learning instruction (100 participants) and a course on international economics utilising traditional lecture instruction (109 participants). Four factors of attitudinal learning were evaluated utilising a validated scale, the Attitudinal Learning Inventory (ALI): affective, cognitive, behavioural, and social learning outcomes. Results showed that students in the active learning instruction course perceived significantly higher attitudinal for all factors except for cognitive. Attitudinal learning components were not correlated with traditional course performance scores in the courses. Implications for assessing and designing instruction for attitudinal learning as well as implementing active learning instruction in large courses are discussed.

Student perceptions of low-tech active learning and mastery of introductory biomechanics concepts

ABSTRACT This study documented student perceptions of five low-tech active learning exercises, their epistemology of learning, and examined the association between these variables and mastery of biomechanics concepts. Students (N = 152) in four introductory biomechanics courses at two universities completed the Biomechanics Concept Inventory (BCI) at the beginning and the end of the course. An additional 10-question survey was used at the end of the course to determine student perceptions of the active learning exercises and their epistemology of learning. Student learning of biomechanical concepts improved over levels reported in previous studies of traditional lecture instruction, but not as much as seen in other studies of active learning pedagogy in biomechanics and physics. Student perceptions of active learning were positive, particularly in individual rather than group exercises. A minority (12—16%) of these students had negative perceptions of group-based active learning exercises. Student perception of epistemology of learning was primarily constructivist; however, there was no evidence of these perceptions had associations with learning biomechanical concepts. Biomechanics instructors planning to use low-tech active learning exercises should communicate their philosophy of learning, expectations for the course, and progressively implement individual-based and group-based active learning experiences early in the course.

Student Perception of the Flipped Classroom in Nursing Education.

As nurse educators consider new pedagogy for teaching nursing, the students' views and perceptions must be considered. Many studies and commentaries have been written to date on the flipped classroom in nursing education, but few have used research methods to tease out student views of this teaching approach. The purpose of this study was to investigate student perceptions of the flipped classroom using a phenomenological approach. Students who had experienced traditional lecture instruction and the flipped classroom in the same semester were asked about their perceptions and comparisons of the two instructional methods. Qualitative analysis of fifteen individual interviews and two focus groups revealed seven themes, each encompassing a rich data set to inform nurse educators about student perceptions of the flipped classroom. This research informs educators on the effects of launching innovative teaching and learning strategies while considering the audience within the classroom.

The effect of peer collaboration-based learning on enhancing English oral communication proficiency in MICE

The study aims to address the following research questions: Does Peer Collaboration-Based Learning motivate HTU students to perform better in their oral ability tests as compared with Traditional Teacher-Centered Learning? Do HTU students prefer Peer Collaboration-Based Learning to Traditional Teacher-Centered Learning in terms of the learning style in the classroom? Is there any significant difference between Peer Collaboration-Based Learning and Traditional Teacher-Centered Learning in terms of HTU students’ performance on oral communication ability tests in the two different classrooms?Data collected from a survey of HTU students at National Kaohsiung University of Hospitality and Tourism consisted of an effective sample of 100. The study employed the statistical models, including T-test, ANCOVA, and Pearson Correlation, to perform the analyses. The following are the findings:First, students became more interested in and held more positive attitude toward PCBL than those in the traditional lecture instruction in MICE courses and classroom activities. Second, PCBL had greater effects on the students’ motivation toward learning English and could be better than TTCL in terms of the enhancement of students’ positive learning motivation. Third, the overall experimental group obtained striking improvement in their oral communication in MICE activities after the PCBL, in contrast to the control group that had no effects in their English oral achievement under the traditional teaching method.The results indicate some pedagogical implications based on students’ learning preferences and teachers’ teaching approaches and skills. Peer Collaboration-Based Learning, as Cooperative Learning, can help teachers enhance students’ oral communication ability in the circle of MICE.Most studies focused on the advantages of cooperative language learning in enhancing students’ reading comprehension and writing ability inside the classroom. However, little research explored the relation between the Cooperative Learning and traditional language teaching based on the improvement of students’ listening and speaking abilities. The present study investigates the effect the Peer Collaboration-Based Learning on enhancing HTU Students' English oral communication proficiency exclusively. The finding justified the value of the benefits of Peer Collaboration-Based Learning in helping students enhance their oral communication ability and their performance in the field of MICE in Taiwan.

DJ Prof: Mixing instructional modes to improve student learning

Active learning encompasses a broad variety of activities designed to engage students with material while instructors are present to answer questions. In contrast, traditional lecture instruction is passive, and students' initial interaction with material is relegated to homework, which is often completed alone. Freeman et al.'s meta-analysis of 225 studies comparing lecture and active learning concluded that active learning is the "preferred empirically validated teaching practice" and showed that active learning courses have significantly lower failure rates than lecture courses [PNAS, 2014]. Incorporating proven active learning techniques into acoustics courses will improve student learning. In Acoustics Today [2016], John Buck, Jill Nelson, and I compared the professor in an active learning course to a DJ mixing different modes of instruction. DJ Prof designs a student-centered environment combining collaborative in-class exercises, short lecture segments, online video examples, and reading assignments. If you're an active learning skeptic, this talk will highlight empirical evidence of its benefits. If you're interested in getting started with active learning, this talk will suggest easy exercises to try. If you're an experienced DJ Prof, this talk will provide examples to amp up your pedagogical playlist.

The use of e-learning program in nursing education

Over the past decade, the rapid developments and growth of information and communication technology (ICT) have had a profound influence on nursing education. E-learning has grown tremendously has been integrated into education and training. The aim of this review is to examine the effect of e-learning program in nursing education. Akdeniz University electronic databases center including MEDLINE, CINAHL, Sciencedirect, Cochrane library were searched published studies in English with “e-learning, nursing education, nursing students” key words and 554 articles were reached by the search results. By the analysis, published 2011-2016, the original six manuscripts have been sampled. A cross-over design study examined the effect of lecture and e-learning methods were compared, no significant difference was found between two methods. In another study, the effect of using e-learning versus lecture of nursing students was examined. Students were indicated to be pleased with the e-learning program. Another study evaluated the effectiveness of an e-learning intervention on pain management for nursing students, it was found to be useful. In another study, experiences of e-learning in a midwifery training package and student's views were evaluated, the students generally welcomed to e-learning however they suggested face-to-face learning. Another study tested the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses, e-learning program is an effective learning method than lecture program. In another study, the effects of e-learning, lectures and role playing on learning, retention and satisfaction of nursing students were evaluated, it was found lectures to be a significantly more effective teaching method than role playing and e-learning. Results of this review showed that students’ satisfaction with e-learning was lower than traditional lecture instruction. However different and well planned e-learning programmes can support the development of nursing students' skills, knowledge and attitudes. Keywords: E-learning; nursing students; nursing education.

Teaching Strategy of Medical Biochemistry

In order to solve the difficulties in teaching, by optimizing the teaching strategies to break through this problem. Selection of four classes students, two classes is the test classes, other classes is traditional lecture teaching model, compare their effectiveness. The results show that the experimental group test scores higher than the control group (P<0.05), which shows the optimal teaching strategy can significantly improve the ability of learning interest and comprehensive analysis of the problem of the students. So the optimization of effective teaching strategies.

How to Support Student Motivation In a Flipped Anatomy Course: Introducing the “mFlip”

In a “flipped classroom,” instructors post lectures online in the hope of using class time for more active learning activities. In theory, students watch the online lectures on their own, then bring questions to class for clarification and deeper understanding. Yet research and practice suggest that reality rarely matches this ideal, particularly in large, introductory courses like college anatomy where many students fail to watch online lectures, much less direct their own learning in a way that adequately prepares them for in‐class activities. To flip successfully, therefore, instructors must also support students’ motivation.PurposeIn this report, we describe the “mFlip,” or a motivationally supportive way of flipping anatomy instruction by awarding points for self‐directed learning, using formative quizzes, and scaffolding in‐class clicker activities.MethodsData was collected over three semesters in a large, undergraduate anatomy course in order to compare traditional lecture instruction (semester 1) with two different versions of flipped instruction (semesters 2 and 3). The results of the semester‐2 flip informed motivationally supportive changes in the semester‐3 flip. Specifically, in semester 3, we awarded points for watching ≥ 80% of the online lectures before class and for attending ≥ 80% of in‐class sessions. We also awarded full points for earning ≥ 80% on weekly lecture quizzes that students could take up to 3 times. In class, the instructor also scaffolded clicker‐based student activities, using fact‐based multiple‐choice questions to support more open‐ended application and synthesis questions. In addition, we also designed in‐class activities to help students develop study strategies for managing the large volume of material in college anatomy.ResultsAfter reviewing results from the traditional flip (semester 2) the researchers made changes designed to support student motivation. Points were added for viewing online recordings (prior to class), class attendance and weekly quizzes. Results suggest that, compared to the conventional flip (semester 2) the “mFlip” (semester 3) has increased viewing of the online lectures by 36% and in‐class attendance by 57%. However, initial analyses suggest that exam scores have not yet changed significantly, with three of five exams still to be completed.ConclusionAs new technologies afford new approaches to teaching and learning, one must also consider the way student motivation affects outcomes. This study highlights the way technology, pedagogy, and course content interacts with student motivation in the successful design of the “mFlip,” a motivationally supportive way of flipping college anatomy instruction. More broadly, this report also highlights the value of collaboration between content experts ‐ e.g., anatomy instructors ‐ and educational psychologists in the design and on‐going refinement of using educational technology in the modern classroom.

Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model

A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education

Taking a Scientific Approach to Science Education, Part I–Research

During the past few decades, major advances in the fields of cognitive psychology, brain research, and discipline-based education research in college science classrooms are providing guiding principles for how to achieve learning of complex knowledge and skills such as science. In part I, we describe the nature of expertise and how it is learned, primarily based on the findings of cognitive psychology. We also give examples of studies in undergraduate science classrooms and the resulting student outcomes compared with those from traditional lecture instruction.