Assessing Flipped Versus Traditional Classrooms: Is Flipping Really Better?

Poniatowski, Kelly

doi:10.1177/1077695819835037

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…Flipping a lecture is challenging due to the lecture theatre environment that hinders peer interaction, and the scale of the audience. A number of studies have found that the flipped approach does not result in increased student satisfaction (Poniatowski, 2019;Strayer, 2012) nor does it necessarily result in improved student grades or performance (Poniatowski, 2019;Bossaer, Panus, Stewart, Hagemeier & George, 2016;McLaughlin, et al, 2013) when compared to traditional teaching approaches. This may partly relate to how the flipped teaching event was implemented.…”

Section: Retaining the Traditional Lecture Formatmentioning

confidence: 99%

Why The Flipped Lecture Is Not A ‘One Size Fits All’ Solution To Undergraduate Medical Education.

Stapleton¹,

Price

Sneddon³

2020

JPAAP

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Lectures underpin most medical school curricula; however, due to their frequently didactic nature, their pedagogical efficacy and value are continually questioned. The “flipped” lecture is one approach with the potential to increase student collaboration and interactivity within the lecture theatre environment. Increasingly, medical teachers are introducing flipped lectures, reflecting the increasing use of active learning techniques and digital technologies across the higher education sector more generally. This intervention is seen as a solution to the problems of a traditional lecture, yet whether the use of flipped lectures in medical school programmes enhances learning for all students is not clear. This study investigates whether flipped lectures are perceived as a valuable learning resource by undergraduate medical students. By introducing a flipped lecture at two stages of the curriculum to three student cohorts, and determining students’ observations and perceptions of each experience, we discuss why a flipped lecture does not always meet the needs of the increasingly diverse range of students in medical education and propose exercising caution when considering the introduction of flipped lectures to undergraduate programmes.

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