Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation  when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the  student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical  difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learnin

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style

Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment

The flipped classroom model has been shown in recent years to have a positive effect on students’ motivation and academic performance. In this paper, we analyze the perception that students of six undergraduate subjects at University of Ja´en (Spain) have of the subjects’ formative assessment and their attitude towards this new teaching-learning model. In addition, we analyze whether both variables influence their perception of achieving better academic results. The results of our study show that both aspects (formative assessment perception and attitude) explain students’ perception of outcomes. It leads us to conclude that students’ attitude is a key element of fostering more and better learning that improves their performance. In this way, our results provide further evidence for the literature on the positive effects of the flipped classroom on the teaching-learning process at the university level for students, teachers and scholars.“Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, financiado por la Universidad de Jaén en el marco del “Plan de Innovación y Mejora Docente” (PIMED-UJA 2019

INFLUENCE OF DISTANCE LEARNERS’ DEMOGRAPHIC VARIABLES ON MOTIVATION AND PERFORMANCE IN FLIPPED CLASSROOM

This study was carried out to investigate the influence of demographic variables of distance learners on their motivation to learn and perform in a flipped classroom. The study employed a survey research method. The sample for the study consisted of three hundred (300) distance learners who were selected from two distance learning centres. The centers were selected using a purposive sampling procedure because the two distance learning centers have deployed flipped learning mode. A questionnaire 4-point Likert scale questionnaire tagged: Flipped Classroom Motivation and Perception Questionnaire (FCMAPQ) was used in data collection. The results showed that only the sex variable (T=2.487, p<0.05) significantly contributed to the motivation of the learners in the flipped classroom. Results further showed that demographic variables of sex, work status, age and marital status (F=.15, p>0.05) have no influence on the performance of distance learners in the flipped classroom. The study concluded that though the demographic variable has no influence on the motivation and performance of distance learners, it is rather a plausible innovation in distance learning.  Article visualizations

The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course

For more than two centuries, traditional college instruction in America has relied upon the use of the lecture as the model for the college classroom learning environment (Christensen & Eyring, 2011; Costin, 1972; Woodard, 2011). However, criticism of the lecture has led to the development of alternative instruction models (Dillenbourg, 1999a; Prince, 2004). The flipped classroom is one of these models. The flipped classroom flips the traditional model by moving content typically delivered through a lecture to an online environment and using class time for learning activities that are active and collaborative (Abeysekera & Dawson, 2015b). Despite many advocates for using the flipped classroom model, there has been little research on how effective the model is at generating desired student outcomes. Understanding the viability of the flipped classroom for promoting learning is necessary if college educators are going to utilize the model. This study considers the flipped classroom’s effectiveness in three areas: academic performance, critical thinking, and evaluation and perception of the learning environment. Additional consideration was given to the relationship between student perception and academic performance. This mixed methods study used a quasi-experimental, within subjects design. The population was comprised of students from two sections of a General Psychology course at a private, liberal arts university during one full fall semester. Treatments were counterbalanced so that each group of participants experienced the models in a different order. Individual qualitative interviews were conducted with 11 students who were recruited from the original sample

Flipping writing classroom at secondary school: EFL students’ perception and performance

This thesis aimed at investigating students’ perception and performance of the flipped writing classroom. The participants were 25 of 845 students’ of SMPN 6 Blora. This study was a descriptive qualitative study in which the main data were obtained through interviews, observation and documentation. The data analysis in this study included the stages of data reduction, data display and conclusion. The findings of the research showed that the implementation of the flipped writing classroom at 7th grade SMPN 6 Blora completed the four phases of the ideal implementation of the flipped classroom and allowed the students learn independently and actively. The students have positive perception on the flipped writing classroom. After engaging the flipped writing classroom, the researcher proved the improvement of their writing performance. They confirmed that there were many factors that supported to improve their English writing performance, these factors were: immediate feedback, student – teacher interaction and more preparation time. The implication of this study was the use of flipped classroom can give the students more responsibility to their own learning and the students can learn independently based on their needs

USING TECHNOLOGY DRIVEN FLIPPED CLASS TO PROMOTE ACTIVE LEARNING IN ACCOUNTING

The flipped classroom is a pedagogical model that occurs when students become active learners and study the class content previously as homework. The new generation of students is more engaged with the intensive use of technology and increased collaborative learning. However, there are few studies about the flipped classroom method which uses technology and active methodologies resulting in better engagement and improvement in student performance. This study aims to investigate the performance gain during the class and the students' perception of the use of the enhanced flipped classroom approach. Two accounting undergraduate classes with the same curriculum content, attending the research methodology course, had four classes using the flipped classroom approach. The sample consisted of 78 students from a public university in Brazil. Each flipped class began with a homework assignment; in addition, students should post and vote for their difficulties related to the assignment before class. In each class, there were two tests based on the most voted questions and collaborative activities between them without the help of the professor. The test results showed that in all flipped classes, there was a vast improvement after the collaborative activity being included as part of the process of knowledge construction. In addition, a survey was conducted with students and the results showed that they approve the use of enhanced flipped classroom as an appropriate teaching strategy. Universities should encourage the use of active methodologies and technological resources as a means of improving the educational processes

Student Perceptions Of Digital Resources And Digital Technology In A Flipped Classroom

ABSTRACT The purpose of this study was to analyze student perceptions of flipped classroom instruction strategies, and student perceptions of their learning experience using digital resources and digital technology in a flipped classroom. Although perceptions are important, student achievement is a common tool used by policy-makers and judged by the general public as a means to evaluate and achieve continuous improvement in K-12 public education. This case study may be a beneficial illustration for school administrator practitioners to consider prior to implementation or utilization of flipped classroom instructional strategies. The study provides a review of a high school that first implemented a flipped classroom in 2010-2011. The study may create a general framework and provide insight to guide practitioners of the benefits, short-comings, and types of technology challenges encountered when considering implementing a flipped classroom instructional strategy in their school(s). The variables within this study were student perceptions of their learning experiences in a flipped classroom, student performance based on pre-existing survey results from students, state assessment results from Minnesota Comprehensive Assessments (MCAs), and assessment results from ACT® tests. This mixed method case study focused on one rural Minnesota school and was designed to seek answers to the following research questions: 1. What are high school student perceptions of the flipped classroom as a classroom instructional strategy? 2. What are high school student perceptions of their learning experiences using digital resources and digital technology in a flipped classroom? 3. What effect does the use of digital resources and digital technology within a flipped classroom environment have on student achievement based on common assessments such as the Minnesota Comprehensive Assessments (MCAs) and college entrance exams such as ACT® tests? The researcher approached this problem as an administrator looking for new teaching strategies to help schools in his own district improve student outcomes. The results of the data collected and analyzed indicated students had a favorable perception of the flipped classroom instructional strategy used by classroom teachers. Evidence within the study also indicated students had a favorable perception of the type of digital technologies used and available in a flipped classroom instructional strategy. Evidence of student achievement data based on Minnesota Comprehensive Assessments (MCAs) and the ACT® college entrance exam indicated the grade levels of students in the case study was above state of Minnesota average grade levels prior to implementation of a flipped classroom instruction strategy and continued at a higher level of achievement in the transition from a traditional lecture classroom instructional strategy to a flipped classroom instructional strategy. There was no evidence of regression of achievement with implementation of the flipped classroom instructional strategy

Assessing the Educational Environment of a Flipped Physical Therapy Course: Utilization of the Dundee Ready Education Environment Measure (DREEM)

Purpose: Using valid and reliable measures to assess curricula within health professions programs has gained significant attention in recent years. The educational environment is considered a key domain for student success. The primary aim of this study was to measure the educational environment following the addition of a flipped classroom model within a physical therapy course as measured by the Dundee Ready Education Environment Measure. Methods: A first year doctorate of physical therapy course, “Physical Agents”, was redesigned to include a flipped classroom model, incorporating 24 videos that students reviewed independently, prior to hands-on laboratory learning. Following the conclusion of the course, students (n=57) completed the Dundee Ready Education Environment Measure, a valid and reliable survey designed to measure the educational environment within health profession programs. The Dundee Ready Education Environment Measure contains 50 items, rated from 0 to 4 (5-point Likert scale, “0” strongly disagree to “4” strongly agree), assessing five domains: students’ perceptions of learning; perceptions of teachers; academic self-perception; perceptions of atmosphere; and social self-perception. Descriptive statistics included mean global score (out of 200, 151 to 200 being an excellent environment) mean domain scores, and mean item scores. Cumulative grade point average between students in the flipped classroom model (n=58) and those who previously received a traditional teaching model (n=59) for the course were also compared. Student’s t-test was utilized with significance accepted at p\u3c0.05. Results: The mean global score (168 ± 13.3), indicated that the flipped classroom model fostered an excellent educational environment. Additionally, all mean domain scores, including students’ perceptions of learning (41.3 ± 3.9), perceptions of teachers (39.2 ± 2.9), academic self-perception (25.1 ± 2.5) perception of atmosphere (40.1 ± 4.1) and social self-perception (22.1 ± 2.9) fell into the highest rank of each subscale. Individual item analysis demonstrated 26 items (52%) were identified as especially strong areas, five items (10%) were identified as areas that could be improved, and no individual items were identified as requiring particular concern or immediate attention. Further, no significant differences were seen in cumulative course grade point average between the flipped classroom model (3.74 ± 0.44) and the traditional teaching model (3.71 ± 0.46). Conclusions: The flipped classroom model, utilizing an online learning environment, fostered an excellent educational environment for the physical therapy Physical Agents class. No difference in course grade point average between the flipped classroom model and previous traditional teaching model was seen. Further investigations examining performance on didactic and psychomotor activities within the flipped classroom model are recommended

FLIPPING WRITING CLASSROOM AT SECONDARY SCHOOL: EFL STUDENTS’ PERFORMANCE AND PERCEPTION

Recent phenomena indicates that teacher-centered learning still dominate the learning process in secondary education which conflicts with the constructivist approach to teaching and learning, especially in teaching writing skills. Based on the problem, this research was aimed to implement flipped classroom model in teaching writing skills for EFL students at secondary school because flipped classroom could create more student-centered learning. This research was aimed to find out the implementation of flipped classroom on EFL students’ performance in writing skills and their perception toward flipped classroom. The research method was classroom action research that consisted of two cycles. The participants of the study were eleventh grade students. The data were collected through classroom observations, interviews, questionnaires, and document analysis. The research findings showed that the implementation of flipped classroom could help EFL students’ performance in writing skills. The activities that could help them in composing cause and effect text were watching video lectures out-of-class, getting peer and teacher feedback, and performing quizzes. Majority of students showed their improvement of students’ performance in three elements of writing skills, such as ideas and content, organization, and conventions. Moreover, this study also evidenced that most of students gave positive response toward flipped classroom