Flips and Flops: A New Approach to a Traditonal Law Course

Marcum, Tanya M.; Perry, Sandra J.

doi:10.1111/jlse.12028

Cited by 10 publications

(4 citation statements)

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“…Being the service users, students are in the best position to provide valuable feedback about the flipped classroom approach used in the current study. The positive student responses shown in our results are in agreement with other studies that were conducted in different faculties and different disciplines including but not limited to medicine, operations management, counsellor education, mathematics, and law [5,[33][34][35][36]. It should be noted that using a flipped classroom concept allows students to monitor their own learning.…”

Section: Discussionsupporting

confidence: 91%

“…These students may need time, opportunity, and support to adapt to this learning environment/approach, since they consider that a teacher's role is to lecture and deliver information. These students often consider that they should not be obligated to prepare at home before the class [36]. This was not observed in the current study, where academically capable and experienced students evaluated the course more positively in comparison to previous offerings before using the flipped classroom method, despite the course being a core first-year course in their program which was undertaken in their first semester when they are transitioning from high school to university.…”

Section: Discussioncontrasting

confidence: 69%

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Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

Bakr

Massey²,

Massa³

2016

Education Research International

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Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

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Section: Discussionsupporting

confidence: 91%

Section: Discussioncontrasting

confidence: 69%

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

Bakr

Massey²,

Massa³

2016

Education Research International

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“…Similarly, Wang (2016) observed that Asian students are not enthusiastic about self-directed learning. Therefore, through flipped classroom, instructors should emphasise student-centred learning for students to own their learning which is one of the benefits of flipping classrooms (Marcum & Perry, 2015;Lo, 2018;Van Sickle, 2016). Goodwin and Miller (2013) observed that some teachers are increasingly incorporating flipped classroom into their teaching and learning by recording and posting lectures online.…”

Section: Teacher Usage Of the Flipped Classroom Instructional Strategymentioning

confidence: 99%

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Yeboah¹,

Ampadu²,

Ahwireng³

et al. 2020

JEL

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This study was designed to examine Ghanaian teachers’ knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master’s degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers’ knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.

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“…Considering the practices of some flipped classroom practitioners, teachers can organize the resources by lesson or by chapter [27], and provide instructions to locate the pre-class learning materials [12].…”

Section: B Design Of Out-of -Class Learning Activitiesmentioning

confidence: 99%

Toward a Flipped Classroom Instructional Model for History education: A Call for Research

2017

IJCH

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Flips and Flops: A New Approach to a Traditonal Law Course

Cited by 10 publications

References 0 publications

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

Toward a Flipped Classroom Instructional Model for History education: A Call for Research

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