Flip the classroom

Li, S

doi:10.1080/14739879.2015.1101854

Cited by 4 publications

(5 citation statements)

References 2 publications

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“…[37] Embracing a “flipped classroom” approach is a way to free up classroom time to uphold active learning through opportunities such as case-based and team-based exercises. [3839] Data seem to indicate a potential positive effect of the use of video lectures in this technologically enriched learning environment[40] which was comparable to the result found in the present study. In fact, the replay function of the lecture videos was perceived by some students as beneficial to independent learning, which was in accordance with another study conducted by Hanson among nursing students.…”

Section: Discussionsupporting

confidence: 90%

Dental education: Lecture versus flipped and spaced learning

et al. 2019

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Background:Even though there are diverse varieties of teaching methods to motivate and educate students, not many are used in dental institutions, where most rely only on traditional lectures. Hence, the objective of this study was to compare traditional lectures with newer teaching methods, specifically the flipped classroom and spaced learning method.Materials and Methods:In this prospective cohort study Students were randomized to one of the teaching methods, and their short-term (immediately after teaching) and long-term (i.e., 6 months later) knowledge retention was assessed through multiple choice questions, followed by students feedback which was obtained using Trierer Inventar zur Lehrevaluation questionnaire. P ≤ 0.05 was considered statistically significant.Results:For short-term learning gains, spaced learning group (165.85) showed highest mean scores, followed by the traditional lecture group (163.70) and flipped classroom group (153.25). P value acquired through the Kruskal–Wallis ANOVA was statistically significant (0.003). For long-term knowledge retention, traditional lecture group has highest mean scores (147.50), followed by spaced learning group (146.90) and flipped classroom group (145.05) with no significant difference (P = 0.657).Conclusion:Spaced learning methodology was better than the traditional lecture method and the flipped classroom concerning knowledge gains when measured immediately after the application of learning method. For long-term knowledge retention, both the flipped classroom and spaced learning teaching methods were comparable to the traditional lecture method.

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Section: Discussionsupporting

confidence: 90%

Dental education: Lecture versus flipped and spaced learning

et al. 2019

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“…There is also some unease that only~40% of students who start in STEM disciplines complete a degree in a STEM field, which is only slightly better (42%) for students in life science disciplines (10). In addition to the discussion about the number of STEM graduates, there is also considerable debate about the STEM student educational experience and the possible role that active learning has in enhancing instruction and keeping STEM students engaged (4,9). In this paper, we explore the educational experience of students involved in the Kansas-IDeA Network of Biomedical Research Excellence (K-INBRE) program, with specific focus on the impact the K-INBRE Annual Symposium has on the participating students' educational experiences.…”

Section: Introductionmentioning

confidence: 99%

The K-INBRE symposium: a 10-institution collaboration to improve undergraduate education

Velasquez

Abraham

Burnett

et al. 2018

Advances in Physiology Education

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The Kansas-IDeA Network of Biomedical Research Excellence (K-INBRE) is an infrastructure-building program funded by the National Institute of General Medical Sciences. Undergraduate education, through undergraduate research, is a key component of the program. The K-INBRE network includes 10 higher education institutions in Kansas and northern Oklahoma, with over 1,000 student participants in 16 yr. Since 2003, the K-INBRE has held an annual state-wide research symposium that includes national and regional speakers and provides a forum for undergraduates to give platform and poster presentations. The symposium is well attended by K-INBRE participants and has grown to a size of over 300 participants per year from all 10 K-INBRE schools. Two surveys were distributed to students and mentors to assess the impact of the symposium on student learning. Surveys (153) were distributed to students who participated in K-INBRE from 2013 through 2015 with a 51% response rate. Mentors were surveyed with a response of 111 surveys out of 161. Survey results indicate that students and mentors alike find the symposium to be beneficial and enriching of the student experience. Almost 80% of student respondents indicated that their participation in the symposium fostered appreciation of research. In short, the K-INBRE symposium provides a unique opportunity for students to gain experience in collecting, preparing, and communicating research in a professional environment. The collaborative experience of the annual K-INBRE symposium, the impact it has on student learning, and how it has influenced the research culture at our 10 institutions will be described.

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“…Sua aplicação consiste em estudo de materiais em casa, incluindo visualização de vídeos ou leitura de textos recomendados pelos professores, enquanto a sala de aula é reservada à aplicação do conhecimento através de exercícios e discussões de casos com o auxílio e supervisão do docente [5][6][7][8][9][10][11] . Isto difere do método de ensino tradicional, no qual a etapa de "conhecimento" ocorre em sala de aula 6 . Na metodologia FC a sala de aula é utilizada para trabalhar os níveis mais avançados da taxonomia 11 .…”

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“…(b) estudantes podem aprender no seu próprio ritmo, pausando ou repetindo o vídeo quantas vezes desejarem 6,8,13 ;…”

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Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

Figueiredo

Aleluia

2019

Intern J H Educ

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INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.

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Flip the classroom

Cited by 4 publications

References 2 publications

Dental education: Lecture versus flipped and spaced learning

Dental education: Lecture versus flipped and spaced learning

The K-INBRE symposium: a 10-institution collaboration to improve undergraduate education

Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

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