Flipping the Classroom Experience: A Comparison of Online Learning to Traditional Lecture

Murray, Leigh; McCallum, Christine; Petrosino, Christopher

doi:10.1097/00001416-201407000-00006

Cited by 36 publications

(56 citation statements)

References 21 publications

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“…The students were at the bachelor's/undergraduate/entry level (n = 15), master's level (n = 1) and Doctor of Physical Therapy program level (n = 4). Of the included studies, seven were from the USA (39)(40)(41)(42)(43)(44)(45), ve from Australia (26)(27)(28)(29)(30), four from Spain (31)(32)(33)(34), three from Brazil (35)(36)(37) and one from Denmark (38). Fifteen of the studies had an RCT design (26, 28-38 43-45), and ve were controlled trials (27,(39)(40)(41)(42).…”

Section: Data Analysis Resultsmentioning

confidence: 99%

Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

Ødegaard

Myrhaug

Dahl-Michelsen

et al. 2020

Preprint

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Background: The extent that digital learning designs can improve learning outcomes has been increasingly emphasized in higher education over the last decade, but the research within physiotherapy education is limited. This study identified different types of digital learning designs and their effectiveness in physiotherapy education. Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital teaching and learning technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For interventions that were similar, the learning effects were calculated using meta-analysis. Results: Fifteen randomized and five control trials were included in the review; 8 of 20 articles were included in the meta-analysis. The main digital learning designs were blended learning, flipped classrooms, e-learning course designs and Mobil learning designs (apps) using different digital tools, software and learning platforms. The evidence from two meta-analysis showed statistically significant effects: flipped classrooms on knowledge acquisition, SMD of 0.41 (95% CI 0.20, 0.62) and websites (apps) on practical skills, SMD of 1.06 (95% CI 0.70, 1.42). A meta-analysis of website and knowledge acquisition favoured traditional teaching, SMD of -0.59 (95% CI -1.20, 0.03), but this was not statistically significant. Overall, the effects indicated that digital learning designs are more or equally effective than traditional classroom teaching for achieving learning outcomes. Conclusions The findings of this review show various use of digital learning designs in physiotherapy education, ranging from e-learning using digital learning resources to more complex and coherent flipped learning designs. The results indicate that these designs improved or was equal effective compared to traditional classroom teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and websites (apps). However, these results must be confirmed in larger controlled trials or randomized controlled trials. Further research should investigate how digital learning designs can be used to facilitate students’ learning of practical skills and behaviour as well as learning retention, learning approaches and preferences for studying in digital learning environments.

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Section: Data Analysis Resultsmentioning

confidence: 99%

Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

Ødegaard

Myrhaug

Dahl-Michelsen

et al. 2020

Preprint

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show abstract

“…It is often stressed in the literature that educational videos should not be too long. [1,3,8,15,16] Nevertheless, videos of considerable duration -often more than one hour, and sometimes even more than two hours -are used in some flipped-classroom settings. Results from other studies show that such very long videos can result in lower student satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…This inverted approach engages the students actively in course content during class time, and thus students are no longer inactive recipients as typically seen in traditional lectures. [7][8][9] Flipped-classroom teaching furthers student engagement in several ways: They can watch video lectures before class, they can participate in varied in-class collaborative and activelearning activities, or they can interact with the instructor during these activities. Therefore, the method has the potential to address the different learning styles of students.…”

Section: Introductionmentioning

confidence: 99%

“…[11] There is a general need for evidence to support creative teaching methods such as flipped classroom. [8] However, research concerning flipped classroom is still very limited, [1,3] and this paucity of research literature is also evident with regard to the use of flipped classroom in nursing education, [12,13] in part because nursing education has only recently embraced the method. [14] A search in major nursing education journals and in CINAHL has confirmed this: Only very few studies on the use of flipped classroom in nursing education have been published to date.…”

Section: Introductionmentioning

confidence: 99%

“…If they fail to do so, they face the risk of not being able to participate fully in the in-class activities since these are carefully integrated with the content of the videos in the flipped-classroom approach. [10] It is typically recommended that the videos produced for flipped-classroom use should be short (5 to 30 minutes) to avoid losing students' attention [1,3,8,15,16] although some authors report using videos of a longer duration. [12] Smith and McDonald [15] further recommend that each recording (video) should contain only one topic.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Mikkelsen

2015

JNEP

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Objective: The aim of this study was to explore nursing students' experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students' use of videos was tracked during the course. Results: Students expressed a very high degree of satisfaction with the eight videos assigned, which they generally watched on the day before class. The videos helped them acquire knowledge and prepare for in-class, active-learning activities. Twenty-six percent of the students believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped classroom and 41% did not prefer one approach over the other.Conclusions: These results demonstrate that the flipped classroom is a valuable teaching approach in nursing education which can result in a high level of both student satisfaction and self-reported learning outcome.

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Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis

Cheng

Ritzhaupt

Antonenko

2018

Education Tech Research Dev

353

242

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Flipping the Classroom Experience: A Comparison of Online Learning to Traditional Lecture

Cited by 36 publications

References 21 publications

Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis

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