Student experiences across multiple flipped courses in a single curriculum

Khanova, Julia; Roth, Mary T.; Rodgers, Jo E.; McLaughlin, Jacqueline E.

doi:10.1111/medu.12807

Cited by 166 publications

(188 citation statements)

References 36 publications

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“…What is difficult is knowing how much information to give. This has also been found by Khanova et al (2015) and may be because the facilitators are seen as experts and students want reassurance that they are learning. At times, it is also noticeable that some students have not looked at the material online and these students typically ask very basic questions of the facilitators.…”

Section: The Ebl Processmentioning

confidence: 88%

“…Though this is echoed by Khanova et al (2015) and Herreid and Schiller (2013), this module was different in that all the students were working and, whilst some were given time off for study days, others were undertaking the module in their own time -hence the rationale for 'protecting' study time for the half day in the morning. The importance of scaffolding and ensuring that the students have enough time to go through all the activities in a flipped learning environment cannot be overestimated.…”

Section: Factors That Hindered Learningmentioning

confidence: 98%

“…Khanova et al's (2015) experience showed that the quality of the online material seemed to be important. Simple things, such as spelling mistakes and poorly-organised material, could prevent students from understanding what was meant.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…Kirwan and Adams (2009). Khanova et al (2015) mention that students valued the ability to look again at the online material as many times as they wanted, something that students on this module also valued.…”

Section: Evaluation Best Features Of the Module/most Valuedmentioning

confidence: 99%

“…It is important that online activities and face-to-face activities support each other, to increase student motivation and help with students' learning (Ginns and Ellis, 2007;Khanova et al, 2015).…”

Section: Flipped Learningmentioning

confidence: 99%

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Flipping Wounds

Atkinson¹

2016

Compass

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Nurse educators need to develop more flexible approaches to learning in order to meet the needs of future healthcare workers (HEE, 2014). Using a ‘Flipped Classroom’ is one such strategy. This case study explores flipped learning in this context and reflects over both the student and facilitator experiences, using a ‘Wound Healing & Tissue Repair Module” for post-registration (qualified) healthcare professionals. A Problem-based/Enquiry-based learning approach was also used to aid in linking theory to practice.Evaluations from the module showed that, on the whole, students enjoyed this approach and commented positively on the online activities and EBL sessions, working and discussing practice with students from other disciplines; lecturer-student interactions; and using fictional patients to apply theory to practice. There were some areas that students felt hindered their learning. These were: the format of the module was initially seen as confusing and the amount of work that students were required to do in their own time.Reflecting over the evaluations the lessons learned from this are that facilitators need time in rethinking old models, a working knowledge of digital media, a confidence to let go of being the ‘sage on the stage’ and exploring ways of encouraging students to be active learners.

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Section: The Ebl Processmentioning

confidence: 88%

Section: Factors That Hindered Learningmentioning

confidence: 98%

Section: Lessons Learnedmentioning

confidence: 99%

Section: Evaluation Best Features Of the Module/most Valuedmentioning

confidence: 99%

Section: Flipped Learningmentioning

confidence: 99%

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Flipping Wounds

Atkinson¹

2016

Compass

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The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students

Cheng

Lee

Chang

et al. 2016

Anatomical Sciences Ed

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Traditional medical education methodologies have been dramatically impacted by the introduction of new teaching approaches over the past few decades. In particular, the "flipped classroom" format has drawn a great deal of attention. However, evidence regarding the effectiveness of the flipped model remains limited due to a lack of outcome-based studies. In the present study, a pilot histology curriculum of the organ systems was implemented among 24 Traditional Chinese Medicine (TCM) students in a flipped classroom format at Jinan University. As a control, another 87 TCM students followed a conventional histology curriculum. The academic performance of the two groups was compared. In addition, a questionnaire was administered to the flipped classroom group. The test scores for the flipped classroom participants were found to be significantly higher compared to non-participants in the control group. These results suggest that students may benefit from using the flipped classroom format. Follow-up questionnaires also revealed that most of the flipped classroom participants undertook relatively more earnest preparations before class and were actively involved in classroom learning activities. The teachers were also found to have more class time for leading discussions and delivering quizzes rather than repeating rote didactics. Consequently, the increased teaching and learning activities contributed to a better performance among the flipped classroom group. This pilot study suggests that a flipped classroom approach can be used to improve histology education among medical students. However, future studies employing randomization, larger numbers of students, and more precise tracking methods are needed before definitive conclusions can be drawn. Anat Sci Educ 10: 317-327. © 2016 American Association of Anatomists.

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