Flipping the roles: Analysis of a university course where students become co-creators of curricula

In this paper I present the transformation of a university course inspired by the theoretical background of the student voice approach (Fielding, 2004a and 2004b; Cook-Sather, 2006) and, in particular, the ways students are encouraged to be \u201cco-creators of curricula\u201d through partnership with faculty (Bovill, Cook\u2010Sather & Felten, 2011). I introduce active learning practices centered on \u201cstudent generated content\u201d (Sener, 2007; Bates et al., 2012), allowing a new rendering of the traditional lesson cycle: frontal lesson, individual study, and final exam. The change in students\u2019 attitude towards study and final exam support the effectiveness of this methodology

The Flipped Classroom – From Theory to Practice in Health Professional Education

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning

Potential Tools for Blended Learning in Mathematics Courses.

The development of smartphone innovations has shifted users’ dependency on bulky computers to a smaller pocket-size computing device that ease their daily tasks. In the first quarter of year 2014, Lenovo reported that the sales of their smartphones began to exceed the sales of personal computers globally (Anatol, 2014). In Malaysia, it is visible that there is a rapid shift in the manner in which things are done conventionally

Reflective Practices in the Dance Studio: Implementing Deliberate Observation and Examination Methods into the Dance Technique Class for Youth to Encourage the Development of Self-awareness

The purpose of this study was to investigate the effects of a reflective pedagogy on younger students in the dance studio setting. Three research questions were designed to be answered by this study. Q1 In what ways are reflective practices effective in a dance studio setting? Q2 Are reflective practices effective for younger students? Q3 How can reflective practices be applied effectively in future dance classes? Five students participated in the study by completing weekly self-evaluation progress forms and reflective journal entries. The researcher at the same time completed an observation form of the participants’ progresses. These research instruments composed the quantitative and qualitative data of the study. Even with the researcher’s best efforts, there were some limitations to the study. These limitations were the small population size, lack of mirrors in the studio space, possible misunderstanding of the self-evaluation rating scale, and only one observer who was also the researcher. Analysis of the quantitative and qualitative data showed that each participant experienced and used the reflective practices differently. The study suggested that students of this age were better at identifying strengthens and weaknesses rather than critical thinking and problem-solving aspect of the reflective process. Despite this, the study demonstrated that students of a younger age were capable of participating in the reflective process to some degree

Flipping the practice based pathology laboratory-can it support development of practitioner capability for trainee pathologists in gynaecological cytopathology?

This study investigated the role of 'flipping', the practice-based pathology laboratory and classroom to support the development of trainee pathologist practitioners' in the field of gynaecological cytopathology, addressing development of their knowledge and practical application in the clinical setting. Content-rich courses traditionally involve lecture led delivery which restricts tutors from adopting approaches that support greater student engagement in the topic area and application of knowledge to practice. We investigated the role of 'flipping', the practice-based pathology laboratory and classroom where 'virtual lectures' were accessed outside of 'class time' allowing more time for students to engage in active learning under the supervision of a consultant histopathologist. 'Flipping' was used to support two gynaecological cytopathology training courses with cohorts of eight trainee pathologists on the first course and six on the second. Lectures were made available to the trainees to watch before attending the workshops. The workshops consisted of group activities and individual practical exercises allowing trainees to review and report on patient practice cases with the support of their peers and tutors. Focus group sessions were held after each course, allowing trainee pathologists to reflect on their experiences. Discussions were transcribed and thematic analysis was used to capture key themes discussed by the trainees. Trainees' identified that 'flipping' provided them with more time during face-to-face sessions, enabling a greater depth of questioning and engagement with the consultant histopathologists. Having already watched the lectures, trainees were able to attend the sessions having identified areas in which they needed additional support and development. Trainee pathologists reported they had more time to concentrate on developing their skills and practise under the guidance of the consultant histopathologists so developing their capability in gynaecological cytopathology. The role of alternative methods of delivery such as 'flipping' is suggested for short courses designed to support practitioner capability and continued professional development

Effectiveness of pre-learning online modules in the first year medical school curriculum

INTRODUCTION: Healthcare practices are rapidly evolving, shifting to multidisciplinary initiatives, and prompting a reevaluation of the current structure in the preparation of medical students. The response of medical schools is to adopt newly modeled curricula that use a flipped classroom structure to implement an integrated curriculum encouraging the practice of multidisciplinary inquiry within the basic sciences to develop physicians capable of thoughtful clinical reasoning skills. This pedagogical shift in medical education and the prevailing reaction of medical schools to fundamentally reform curriculum has lead to the emergence of a demand for innovative educational technology capable of effective distribution of pre-class material. OBJECTIVE: Assess student experience of SoftChalk online biochemistry modules as a pre-class learning tool to determine effectiveness in fostering student learning and engagement. In evaluating perceptions on improvement, future modules can be knowledgeably revised to maximize educational gains and elucidate effective/ineffective implementation practices. Data was stratified by previous biochemistry experience to determine if students who have taken the same traditionally instructed graduate biochemistry course (BI751) would have differing thematic opinions of the flipped model’s pre-learning environment. METHODS: Participants were Boston University’s first year medical school students (n=165) class of 2019’ in an integrated curriculum containing basic science modules. After completion of the modules a mixed-methods anonymous survey with a thematic approach to assess experience and improvement of SoftChalk biochemistry modules were emailed, with reminders. The survey contained demographic data, qualitative free response questions, and likert scale assessment questions with no incentive for completion. The data was analyzed independently by researchers to assess common themes and stratified by previous biochemistry experience. RESULTS: Three main themes emerged in assessment of data: SoftChalk as a quality learning tool, lack of integration/consistency, and formatting concerns with an overall positive perception of the pre-learning tool. Respondents commented on quality of SoftChalk as a pre-learning tool; the majority deeming it helpful, interactive, and having beneficial activities. Integration and consistency concerns surfaced in both experience, with commentary on pre-class modules being too dense, and improvement by consolidating information into one resource. The major formatting concern was the ability to maintain module value in paper form. Themes were furthered by the quantitative data with students perceiving SoftChalk as effective, providing a foundation for material in-class, and questions having the correct difficulty. When data was stratified BI751 disagreed that SoftChalk helped students stay on track with course material despite the class on average agreeing. CONCLUSIONS: While SoftChalk is an effective pre-class learning tool, the challenge is in reversing students’ perceptions that basic material should be instructed and that a comprehensive syllabus is necessary. Future SoftChalk modules can enhance success if pre-class modules are condensed, have a stronger transition from pre-class information to in-class activities and maintain consistency among instructor expectations

The Perceptions and Usage of the Interactive Video PlayPosit in a General Chemistry Course

Technology within science, technology, engineering, and mathematics (STEM) classrooms has been a topic of discussion for decades (Reiser, 2001, 2007). With the inclusion of more technologies or digital tools in the classroom has pushed classes towards a blended learning or flipped classroom approach (Atkins 2015; Tayebinik & Puteh, 2013; Williams et al., 2008). One such digital tool that has started gaining traction in the STEM classroom is the interactive video (M. K. Seery, 2013; Smith, 2013). Interactive videos allow students to watch the general lecture material outside of class and work through problems during normal class time (M. K. Seery, 2013; Smith, 2013; Stieff et al., 2018). Although flipped classrooms and interactive videos have been investigated before (Ratnaningtyas et al., 2020; M. K. Seery, 2013; Smith, 2013), most of these involve smaller lecture classes or laboratory classes. The current research investigating the perceptions of these tools mainly falls to the faculty and students who use it (Copeland, 2021; Keengwe et al., 2008; Mali & Lim, 2021). This research study attempted to investigate the gaps in the current literature. This research used an embedded convergent mixed method to investigate the perceptions and usage of the interactive video platform PlayPosit in a undergraduate General Chemistry I course. An embedded convergent mixed methods approach allows for quantitative and qualitative data to collected and analyzed concurrently and one set of data (the quantitative data in this research) is embedded within the other data to help answer the research questions (Yu & Khazanchi, 2017). The qualitative in this research involved semi-structured interviews with faculty and teaching assistants (TAs) of the General Chemistry I (CHE 105) course about their perceptions and usage of the PlayPosit platform. The quantitative data involved student surveys utilizing the technology acceptance model (Davis, 1989; Lee et al., 2013; Park, 2009) and PlayPosit analytical information. Open-ended responses were also included in the student surveys to gain qualitative data from the students. Analysis of the data followed the Activity Theory theoretical framework that was originally based on Vygotsky’s activity theory (Mwanza, 2001; Vygotsky, 1978). In the original theoretical framework, Vygotsky posited that learnings are not isolated in their learning and that they are part of a larger activity in their learning journey (Vygotsky, 1978). This theory evolved to encompass many other areas that play a role in a learner’s (also referred to as subject) journey; these include the subject, mediating tool, community, division of labor, rules, and object(ive) (Mwanza, 2001; Scanlon & Issroff, 2005). For both sets of interviews, there was an overall community among themselves, no larger set of rules that they had to follow, and faculty and TAs saw themselves as facilitators of knowledge. Some other themes emerged during the interviews and these included student buy-in, student engagement, and student learning. For a majority of the interviews, the responsibility of learning was put on the students and the faculty and TAs were to help facilitate that whether it actually occurred or not. Student responses saw the general value of PlayPosit, but the time and energy they needed to do the PlayPosits had them generally disliking the platform. Quantitative data in the form of student surveys saw that the perceptions of PlayPosit saw a general decrease over the semester independent of gender, major, or previous PlayPosit use. Utilizing the technology acceptance model showed that there was a positive correlation (albeit small one) between the different constructs (integration, ease of use, effect on learning, attitude, engagement, and perceived usefulness) and behavioral intention, which is a large indicator of actual usage. Looking at actual PlayPosit usage, the average number of videos watched and completed showed that students were not completing the videos. Correlations did show that there was a positive association between PlayPosit grade and final grade. While new answers in the research were obtained through this research, no study is without its limitations. In this study, the student response rate especially in the post-semester survey was low, so paired data was not able to be investigated. Further studies could investigate more in-depth the role interactive videos have in the classroom, especially in larger classes like CHE 105. This study was able to give insight into how the perceptions of the interactive video platform PlayPosit by faculty, TAs, and students affect its usage

Embedding experiential learning in HE sport coaching courses: An action research study

Despite recommendations imploring coach educators to utilise experiential learning, analyses of how this has been implemented are sparse. This study analyses the integration of experiential learning within a UK Higher Education Institution (HEI) context. Student coaches were provided with coaching opportunities with local school-children. Data were collected over three years through student interviews, coach educator reflections and discussions with a critical friend. Experiential learning presented two key challenges; 1) dealing with difficult emotions and competence awareness by students and the coach educator; 2) ensuring children received appropriate coaching practice. The integration of mediated pedagogical strategies helped overcome these problems

Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb\u27s Learning Theory

Today\u27s educational climate is rapidly shifting. High stakes testing, both from the federal and state governments, have drastically altered the landscape of public education in America. Although all subjects are feeling the impact of these new educational initiatives, music education is suffering uniquely during this time. With music education so drastically different in modern education compared to what is was before the year 2001, because of the implementation of sweeping federal changes, it is important that we take a new and fresh look at band director education. Students are entering the job field as first year band directors with very little to no hands-on training in how to deal with the daunting new world of public education in the testing era. While not a replacement for in-class student teaching and placement, this band leadership course will employ the experiential learning theory based on Kolb’s (1984) learning cycle and methods of flipped classroom and praxial instructional methods to deliver students hands-on experiential learning and skills that are instantly applicable in modern public classrooms

The flip teaching as tool to improving students’ sustainable learning performance in a financial course

Flip teaching (FT) is a methodology with a significant impact on the educational innovation trend that encourages active learning and facilitates the learning of students. The main objective of this study is to measure the impact of flip teaching on the learning of a course at a higher education institution. To analyze the differences in the exam marks between students that follow FT and other methodologies, the t-statistic and Mann–Whitney U test have been used. Results indicate that FT allows improving the performance of students and achieving collateral capacities, such as responsibility and awareness, making learning more sustainable. This study makes an interesting contribution to existing research in education and demonstrates that it is possible to introduce FT in a block of the course and can be transferable to other courses