Promoting Student Success in the Flipped Online Classroom: Learning and Accountability Through Homework Strategies

As online and hybrid classes have become increasingly more prevalent in higher education, the flipped classroom structure has emerged as a viable, evidence-based, option for healthcare programs. In a flipped classroom, students view pre-recorded video lectures and complete reading assignments before class, and synchronous class time can then be used for active learning activities. Class sessions offer opportunities for group work, review of complex content, and access to instructor assistance with assignments. To effectively implement a flipped classroom approach, students must prepare prior to class time. One method for encouraging student accountability is to assign preparatory homework. This experimental study compared two types of accountability homework on measures of achievement, satisfaction, ease of use, and perceived learning from two types of assignments: concept maps or question-and-answer homework. Study participants included 46 first year occupational therapy students attending an online foundational occupational therapy course. Treatment included weekly completion of either a concept map or a set of three question-and-answer homework assignments over a period of three weeks. Findings suggested that accountability homework assignments of either type were helpful in promoting achievement. Results further revealed that satisfaction and perceived learning were greater in the concept map group as compared to the question-and-answer group. It is recommended that occupational therapy and other allied health instructors use accountability homework to reinforce student learning in the flipped classroom. The use of concept map assignments in particular has the potential to improve schema acquisition, critical thinking, and deep learning, which in turn can support educational success

Creation and Implementation of a Flipped Jigsaw Activity to Stimulate Interest in Biochemistry Among Medical Students

Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention.Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students’ reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gauge their learning by applying this information and work with peers. Students’ improved performance especially for answering the comprehension-based questions correctly in the post-quiz as well as the depth of information included in the post-quiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

“Post-it mapping”: analogical disruption in the classroom

[ES] Educators need to prepare students for an increasingly complex and interconnected world, and traditional teaching methods can fail to help students develop some of the needed skills. We set up to combine flipped-calssroom strategies and mapping techniques with the aim to encourage creativity and adaptability while ensuring deep learning of complex theoretical concepts. A simple analogical disruption was added, in the shape of post-it notes used to build concept maps, to disturb an otherwise heavy technology-based course. Our teaching innovation has been pilot tested in a range of groups and theoretical concepts with preliminary positive feedback being reported by students.They have described the innovation as “an entertaining change”, but also referring to improvements on their information searching and critical thinking skills. Students also found that the analogical mapping activity through post-it notes encouraged participation and an active attitude in class. Overall, they reported an improved understading of complex concepts and to their independent learning skills, which appears to support the literature linking visual representations and summary exercises with high student satisfaction and improvements in meaningful learning.Buil, T.; Delgado, J.; Pinar, JV.; Liste, G. (2020). “Post-it mapping”: analogical disruption in the classroom. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):317-324. https://doi.org/10.4995/HEAd20.2020.11048OCS31732430-05-202

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Use of interactive resources in a self-learning platform for Pre-A1 Beginner students: A qualitative analysis

To explore the possibility of using different interactive resources through technology to help Generation Z Pre-A1 Beginner students develop self-learning skills when learning a foreign language.La presente investigación examina los factores que afectan a los estudiantes de la Generación Z, quienes son usuarios nativos de la tecnología, cuando utilizan tecnología como herramienta en su proceso de aprendizaje. Esta investigación se centró en cómo utilizar actividades de autoaprendizaje asistidas por tecnología para los estudiantes de la Generación Z de nivel principiante Pre A1. Se realizó una investigación cualitativa de Acción/Participación, que utilizó entrevistas y observaciones como herramientas de investigación. Se definieron dos preguntas de investigación (1) ¿Cómo ayudan los recursos interactivos a estudiantes principiantes Pre-A1-de la Generación Z a desarrollar habilidades de autoaprendizaje para aprender un idioma extranjero? (2) ¿Cuál es la percepción del profesor sobre el cambio de la dinámica de una clase para los estudiantes principiantes Pre-A1-de la Generación Z usando el método invertido (FLIP)? El investigador eligió una muestra inicial de 20 estudiantes, que cumplían con los criterios del rango de edad para la Gen-Z, utilizando una metodología no probabilística. Para recopilar datos, se realizaron dos entrevistas con el profesor y una entrevista con los estudiantes; también se realizó una observación de una clase. La investigación encontró cinco temas principales desde punto de vista del profesor y de los estudiantes: (1) la experiencia utilizando modelos de autoaprendizaje con tecnología, (2) preferencias y preparación de los participantes, (3) utilidad de la metodología y la tecnología de autoaprendizaje, (4) formación necesaria para el uso de la metodología de autoaprendizaje y herramientas tecnológicas, y (5) motivación para utilizar la metodología de autoaprendizaje y herramientas tecnológicas para el curso. La formación del profesor ha demostrado ser uno de los factores clave necesarios para una aplicación exitosa del modelo.Maestrí

Trend Analysis of Flipped-Classroom Research in English as A Foreign Language

The researchers accessed the online Scopus database to gather data for the study. The researchers utilized Microsoft Excel for frequency analysis, VOSviewer for data visualization, and Harzing's Publish or Perish for citation metrics and analysis. According to a keywords search for "Flipped-Classroom” and “EFL," 26 articles were assessed. The research on this matter was started in 2014 with one article for the entire year. From the next year to 2020, the number of publications each year grew. As a result of analysis, the researcher discloses the data on the growth of the research, the most active journals on the topic, the distribution of author keywords and co-occurrences of author keywords, and the most active authors and authors’ collaboration. It was shown that throughout the last seven years, researchers have increased their focus on flipped classroom and EFL research, with the highest number of publications occurring in 2020 (11 papers). The most active journal on the subject is the International Journal of Emerging Technologies in Learning, which has published three pieces on the subject. Additionally, the investigation found that instruction, perception, and performance are the most commonly used keywords. However, involvement and motivation are mentioned infrequently in research reports

Mind mapping promotes the application of flipped classroom teaching model in the teaching of inorganic chemical elements compounds

The research is supported by Yancheng Teachers University Education and Teaching Reform Project (2021YCTCJGY005) Abstract The application of mind mapping combined with flipped classroom teaching model in the teaching process of inorganic chemical elements is conducive to the cultivation of comprehensive abilities of chemistry students, such as logical thinking, creative thinking and problem inquiry. Mind map is conducive to connecting the fragmented knowledge points in the flipped classroom teaching process and stimulating students' learning initiative. In class, the teacher tested the effect of students learning first through the designed mind map framework and guided students to improve the filling. Mind map helps students to construct an whole knowledge structure, promotes knowledge functionalization and programming.Using mind map as the carrier, it promotes flipped classroom teaching to achieve the goal of knowledge systematization and literacy. Key words:Flipped classroom, Mindmap, Elemental compounds, Inorganic chemistry DOI: 10.7176/JEP/13-30-15 Publication date:October 31st 202

Transforming Expectations: Flipped Classroom Design within a Graduate Level Pathophysiology Course

Nurse educators have long accepted the monumental responsibility of preparing clinically competent and globally relevant nurses. Complicated by a vastly increasing current and prospective nursing shortage coupled with high nursing attrition rates especially among new graduate nurses, nurse educators are under greater pressure to teach new generations of nurses clinical competence, clinical judgment, as well as compassionate and respectful patient care (Benner, Sutphe, Leonard, & Day, 2010). Blended learning formats, including completely flipped classroom designs as described in this paper, have been used successfully in introductory pathophysiology courses (Blissitt, 2016). However, not all courses – particularly complex concept courses such as advanced pathophysiology – lend themselves easily to such presentation styles in addition to conveying the necessary elements of content required for course completion and, hopefully, retention. The purpose of a flipped classroom design is able to create meaningful learning experiences which engage students with the learning process and acknowledge the students’ ability to manage their own learning. The nature of redesigning a course from a strict lecture format to a blended and flipped format requires unique engineering, utilizing Fink’s (2013) backward course design as a foundation. In this paper, the complexities of redesigning a graduate level Advanced Pathophysiology course to incorporate clinical competence, clinical judgment and reasoning, as well as compassionate and respectful care of the client along with essential course content is described