A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Ma, Xingming; Luo, Yanping; Zhang, Lifeng; Wang, Jingqiu; Liang, Yuanxue; Yu, Hao; Wu, Yue; Tan, Jiying; Cao, Mingqiang

doi:10.3390/educsci8020045

Cited by 13 publications

(12 citation statements)

References 28 publications

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“…The traditional teaching methods relied mainly on textbooks with the whole presentation of course contents in the classroom, which emphasized the memory of basic concepts and contents from the introduction course. The traditional teaching methods that heavily employed lecturing made it hard for students to understand certain introduction knowledge within a limited time (22). These shortcomings directly impaired students' motivation, initiative, and enthusiasm in learning the introduction course, thus reducing the effectiveness of learning this course (23).…”

Section: Discussionmentioning

confidence: 99%

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management

et al. 2021

Advances in Physiology Education

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Although the teaching methods of the blended learning and BOPPPS (bridge-in, objective, preassessment, participatory learning, postassessment, and summary) model are proven to be successful and highly effective at improving the academic knowledge of the students, respectively, it is unclear whether blended learning combined with the BOPPPS model (BL-BOPPPS) could work well in an introduction course of health services management (HSM) for the health management students in China. The study investigated the perceptions and effects of implementing the BL-BOPPPS model on student learning outcomes in an introduction course of HSM. The intervention group consisted of 55 students introduced to the BL-BOPPPS model, while the control group consisted of 54 students who received a conventional lecture. After the end of course, the eﬀectiveness of teaching was self-assessed with questionnaires by all students, and examination scores for the two groups were compared. The students’ satisfaction levels of BL-BOPPPS teaching strategy were up to 81.8% in the intervention group. Compared with the control group, the intervention group showed significant elevation of perception scores of skills ( P = 0.001), initiative ( P = 0.002), self-control ( P = 0.008), self-efficacy ( P = 0.001), motivation ( P = 0.004), and the academic performance ( P = 0.001). The BL-BOPPPS model could stimulate the enthusiasm and interest of health students; boost students’ skills, initiative, and motivation in learning; and improve the self-directed learning ability, academic performance, and teaching quality. The findings provide a basis of evidence for the promotion of the BL-BOPPPS model in various disciplines in Chinese colleges and universities.

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Section: Discussionmentioning

confidence: 99%

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management

et al. 2021

Advances in Physiology Education

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“…Thus, we found research on primary and secondary education [53][54][55][56] and in different university programs, such as medicine [57,58], chemistry [59], physical education [60], engineering [61], nutrition [62], economics [63], mathematics [64], or language [65]. If we place the focus on the impact of its implementation, there are several works that confirm that the application of flipping increases both students' motivation [12,[66][67][68][69] and their academic performance [70][71][72][73][74][75][76], which are two fundamental variables to assess the quality of the teaching-learning processes. Despite this, it should be highlighted that there are also studies that do not achieve better results in academic performance when implementing flipped classrooms [77][78][79][80], so we are dealing with a methodology that does not always improve student results.…”

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confidence: 99%

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

et al. 2020

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In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

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“…To sum up, the use of this type of questionnaire is essential to strengthen reflective thinking at university. It contributes to the implementation of successful teaching and learning models [22,24,33,[46][47][48][49], that is, models that simultaneously facilitate the learning of conceptual domains and the development of cognitive skills such as thinking, language, communication, perception, comprehension and reasoning. Such models are also expected to promote the use of narrative methodologies [42] or the reflective narrative learning through writing [50,51] that expose students to real-life situations, allowing them to approach real problems, to participate in debates and to propose solutions to the given problems.…”

Section: Discussionmentioning

confidence: 99%

University Students’ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale

2020

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This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying university students’ perspectives on reflective learning standards throughout their initial training period utilising an adapted cultural-forces scale. The earlier mentioned tool is an adaptation of Ritchhart’s scale (2015) for the assessment of cultural forces from the model of the Culture of Thinking. The selected sample of preservice teachers encompasses 700 university students of education from 7 faculties of education in Spain. Research results reveal that the use of the scale displayed high reliability and suitability. Similarly, significant statistical differences were observed in the eight scales of cultural forces assessment, where the prime-valued by the students were interactions, expectations, environment, language and time. Apropos of statistics, research results manifest as relevant. Such significance reveals how classroom culture and practical strategies acquire meaning and show connections with learning purposes—likewise with the developmental encouragement of cognitive skills and dispositions towards reflective learning.

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A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Cited by 13 publications

References 28 publications

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management

Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

University Students’ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale

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