Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model

Lin, Hon-Yi; Hwang, Gwo‐Jen

doi:10.1080/10494820.2018.1467462

Cited by 120 publications

(89 citation statements)

References 31 publications

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“…Albeit, it is noted that SM’s adoption for educational use was significantly high in courses that put more importance on practice (training) rather than theory, such as in medical education where it is being as part of student-centred learning approaches i.e. flipped classrooms, cooperative and collaborative learning methods (Alenazy et al., 2019; Cankaya and Yunkul, 2017; Cheston et al., 2013; Dyson and Casey, 2016; George and Dellasega, 2011; Lin and Hwang, 2019). On the contrary, many researchers remained sceptical of SM use and impact on users in education settings and have raised several concerns.…”

Section: Summary and Future Workmentioning

confidence: 99%

A social media adoption framework as pedagogical instruments in higher education classrooms

Hamadi

El-Den

Sriratanaviriyakul

et al. 2020

E-Learning and Digital Media

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Social Media (SM)’s use as pedagogical tools in Higher Education (HE) institutions is gaining robust momentum among researchers from different disciplines. While most universities implemented Learning Management Systems (Blackboard Learn, Moodle, etc.) as essential instruments in their teaching and learning(T&L) methods, the adoption of SM platforms such as Facebook, YouTube, etc., as in-class educational and communication tools is still in its infancy. Despite the numerous available studies on SM’s adoption as T&L instruments in HE, little has been made to develop a standard framework for SM’s integration as effective educational tool in classroom environments. This paper followed a thematic review of 19 relevant studies to analyse and identify common practices and findings on SM’s inclusion as T&L tools in HE. Subsequently, the findings formed the basis in developing a conceptual framework for SM’s integration as pedagogical tools in HE classrooms. This framework introduces SM’s adoption process as a formal educational tool, the development of SM implementation processes, and assists in understanding the influence of SM on education environments. The research outlines major findings in current literature, thereby, providing valuable insights on SM’s use in education, besides forming the basis for future quantitative and qualitative researches in this area of study.

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Section: Summary and Future Workmentioning

confidence: 99%

A social media adoption framework as pedagogical instruments in higher education classrooms

Hamadi

El-Den

Sriratanaviriyakul

et al. 2020

E-Learning and Digital Media

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“…6 7 Blended learning, which combines offline and online activities, has been widely used in higher education, 8 for example, the application of flipped classrooms in medical education. 9 …”

Section: Introductionmentioning

confidence: 99%

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

et al. 2020

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Objectives(1) Understanding the characteristics of online learning experiences of Chinese undergraduate medical students; (2) Investigating students’ perceptions of ongoing online education developed in response to COVID-19 and (3) Exploring how prior online learning experiences are associated with students’ perceptions.DesignStudents’ familiarity with online learning modes and corresponding perceived usefulness (PU) according to their previous experiences were investigated using an online survey. The survey also collected data on students’ perceptions through their evaluation of and satisfaction with current online learning.SettingIn response to the educational challenges created by COVID-19, medical schools in China have adopted formal online courses for students.ParticipantsThe questionnaire was sent to 225 329 students, of whom 52.38% (118 080/225 329) replied, with valid data available for 44.18% (99 559/225 329).MethodsPearson correlations and t-tests were used to examine the relationship between familiarity and PU. Multiple linear regression and logistic regression analyses were used to determine the impact of prior learning experiences and its interactions with gender, area, learning phase and academic performance on students’ perceptions.ResultsStudents’ PU had a significant positive correlation with their familiarity with online learning modes (p<0.01). Students’ evaluation of and satisfaction with their current online education were positively associated with their familiarity (β=0.46, 95% CI 0.45 to 0.48, p<0.01; OR 1.14, 95% CI 1.13 to 1.14, p<0.01) with and PU (β=3.11, 95% CI 2.92 to 3.30, p<0.01; OR 2.55, 95% CI 2.37 to 2.75, p<0.01) of online learning. Moreover, the higher the students’ learning phases, the lower the associations between PU and students’ evaluation of and satisfaction with ongoing online education.ConclusionsMedical students in China have experiences with various online learning modes. Prior learning experiences are positively associated with students’ evaluation of and satisfaction with current online education. Higher learning phases, in which clinical practices are crucial, and high academic performance led to lower evaluation and satisfaction scores.

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“…A bottleneck for learning with a 'flipped' classroom approach might therefore be the 'in-class' phase with its complex learning scenarios for which our limited information processing capacity does not suffice. While the 'out-of-class' self-study phase is often highlighted as a weak link in the 'flipped' classroom approach (Lin and Hwang 2019), weaknesses of the 'in-class' phase are given much less attention. Despite increased awareness within the educational community that the cognitive load of instruction influences the effectiveness of learning considerably (Van Merri€ enboer and Sweller 2010; Young et al 2014), a review of the current literature on 'flipped' classroom courses (Abeysekera and Dawson 2015;Chen et al 2018;Lin and Hwang 2019) reveals a lack of research on how this educational method affects the cognitive load for learners during the 'in-class' phase and how computer support might be used to alleviate the problem of cognitive overload.…”

Section: Practice Pointsmentioning

confidence: 99%

“…In medical education, as in other education domains, the 'flipped' or 'inverted' classroom has gained in popularity as a teaching format (Tolks et al 2016;Chen et al 2018;Lin and Hwang 2019). The labels 'flipping' and 'inversion' refer to the key characteristic of this instructional approach: foundational knowledge traditionally transmitted in-class by lectures is now acquired outside the classroom by preparatory self-study.…”

Section: Introductionmentioning

confidence: 99%

The cognitive load of the in-class phase of a flipped classroom course on radiology: Could computer support be of help?

Leng¹,

Pawelka²

2020

Medical Teacher

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In medical education, the use of flipped classrooms is on the increase. The complex, interdependent active-and social learning activities often built into the 'in-class' phase of this new approach may, however, cause cognitive overload, impeding learning. Computer-supported collaborative learning could play a role in reducing such cognitive load. The current study investigated how four constituent factors of 'in-class' scenarios for 'flipped' classrooms affect the intrinsic, germane and extraneous cognitive load for students. After participating in a computer-supported 'in-class' scenario for a radiology training course that combined face-to-face individual activities, small-group work and class-wide activities, undergraduate medical students (n ¼ 135) completed a questionnaire rating the cognitive load perceived. Computer support comprised a program for radiology assessment and a learning dashboard that captured and visualized the assessment results. Total intrinsic load, germane load, and extraneous load (EL) were calculated from the results obtained. The 'high' intrinsic load, 'high' germane load, and 'low' EL indicate that the computer-supported 'in-class' scenario was cognitively challenging but that sufficient mental effort could be spent on task performance and learning. We attribute the successful management of the cognitive load imposed by this complex in-class scenario to the specially designed learning dashboard.

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Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model

Cited by 120 publications

References 31 publications

A social media adoption framework as pedagogical instruments in higher education classrooms

A social media adoption framework as pedagogical instruments in higher education classrooms

Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

The cognitive load of the in-class phase of a flipped classroom course on radiology: Could computer support be of help?

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