Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Beason-Abmayr, Beth; Caprette, David R.; Gopalan, C.

doi:10.1152/advan.00248.2020

Cited by 39 publications

(45 citation statements)

References 16 publications

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Section: Discussionmentioning

confidence: 99%

“…The SPOC plus the Flipped class format used during the pandemic eased the transition from face-to-face teaching to online instruction [ 18 – 20 ]. Pre-class preparation resources and active learning materials that were already in place for flipped teaching were helpful in the transition to online teaching [ 20 ]. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform by modified BOPPPS.…”

Section: Discussionmentioning

confidence: 99%

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Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Wang

Xu²,

Fang

et al. 2021

BMC Med Educ

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Background Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Wang

Xu²,

Fang

et al. 2021

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Additionally, this format proposes that students reinforce their knowledge with instructors who are engaged as facilitators of the learning experience, promote feedback, and present problems to solve during the synchronous meeting. Among the variety of active learning methods in the literature (4-6), we chose the flipped classroom based on evidence of its efficiency in improving student performance in many different areas of physiology, in addition to its effectiveness in diminishing the gap between high-and low-performing students in physiology (3,7,8) and its easy adaptation for use in online classes (9).…”

Section: Course Context and Programmentioning

confidence: 99%

“…This approach was shown as an alternative that enables students' engagement with physiology studies in a time when face-to-face classes are still impossible in many countries; furthermore, adaptation to online classes is easy (9). Indeed, such an approach may be an alternative for teaching after returning to face-to-face instruction since the flipped classroom is already a method used in face-to-face physiology classes (2,3).…”

Section: Final Remarksmentioning

confidence: 99%

Report on the online course “Basic Concepts in Neurophysiology”: a course promoted during the COVID-19 pandemic quarantine

Carrazoni

Lima

Alves

et al. 2021

Advances in Physiology Education

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“Basic Concepts in Neurophysiology” was a 3-wk online course developed during six synchronous meetings combined with asynchronous activities. We proposed an active learning course that used free online platforms to teach physiology during a period in which undergraduates were not in classrooms or taking online classes due to the COVID-19 pandemic. Herein, we report the course organization and the students’ involvement in, acceptance of, and evaluation of the course. To address the students’ perceptions about these points, we sent a questionnaire to 49 participants who finished the course. We found that although most students (52.5%) had never taken a course with similar methods before, almost all of them (95%) liked the flipped class model. Additionally, a majority of the students (92.5%) said that the method increased their study frequency during the social distancing period, which is an important aspect to consider during this challenging time for both students and professors.

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“…The wide variety of tools and technology of distance learning allowed to carry out educational process during COVID-19 pandemic. A range of scientific works presented modernized ways of education in the new reality [1][2][3][4][5][6][7][8] It has become evident, that such educational services and video conferencing applications as Skype, Zoom, WebEx, Hangouts, Microsoft Teams and Moodle are capable of maintaining education at the proper level [9]. Flexibility, adaptability and personalization of the education system became the key advantages of distance learning and the educational process reached a qualitatively new level [10].…”

Section: Introductionmentioning

confidence: 99%

Differences in assessment methods of face-to-face and online learning

et al. 2021

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The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

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Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Cited by 39 publications

References 16 publications

Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

Report on the online course “Basic Concepts in Neurophysiology”: a course promoted during the COVID-19 pandemic quarantine

Differences in assessment methods of face-to-face and online learning

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