Student Involvement in Flipped Classroom Course Design

Henderson, Whitney; Plattner, Lyndi; Baucum, Bailey; Casey, Tymeshia; Grant, Allison; Headlee, Paige

doi:10.26681/jote.2020.040311

Cited by 4 publications

(7 citation statements)

References 1 publication

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“…Studies that included procedural knowledge components addressed theories, frames of reference [26,27], adaptive equipment [28], psychosocial dysfunction [29], communication partner training for adult aphasia [30], and interprofessional team skills [31]. Studies involving both procedural knowledge and professional reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [32], adult practice [33], mental health [34], fieldwork training [35], interprofessional team skills in childhood, school practice [36], dolive-well framework [37], and problem-based learning (OTA:) scenarios [38]. In addition, the studies included only professional reasoning elements and provided casebased professional reasoning training, such as sensory processing and occupational performance process model (OPPM) application of cases [39][40][41] (Table 1).…”

Section: Key Clinical Skills Subjects and Outcomesmentioning

confidence: 99%

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

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Background Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. Results Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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Section: Key Clinical Skills Subjects and Outcomesmentioning

confidence: 99%

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Studies that included procedural knowledge components addressed theories, frames of reference (FOR) [25,26], adaptive equipment [27], psychosocial dysfunction [28], communication partner training for adult aphasia [29], and interprofessional team skills [30]. Studies involving both procedural knowledge and clinical reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [31], adult practice [32], mental health [33], eldwork training [34], interprofessional team skills in childhood, school practice [35], do-live-well (DLW) framework [36], and problem-based learning (PBL) scenarios [37]. In addition, the studies included only clinical reasoning elements and provided case-based clinical reasoning training, such as sensory processing and occupational performance process model (OPPM) application of cases [38][39][40] (Table 1).…”

Section: Key Clinical Skill Subjects and Outcomesmentioning

confidence: 99%

“…A ipped classroom design was used in two studies. Henderson et al [32] compared the ipped course group with the subject of adult practice and the group involved in the ipped course design; both groups showed equal effects on learning outcomes and clinical reasoning skills. Students participating in the study by Lewis-Kipkulei et al [43] mentioned that ipped learning has a positive impact on peer interaction and collaboration, and the bene ts of having more personalized time for learning (Table 1).…”

Section: Digital Learning Design and Outcomesmentioning

confidence: 99%

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Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Hwang¹,

Shim

Cheon

2022

Preprint

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Background: Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods: We conducted a scoping study to aims to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy and education. The included studies were mapped according to the types of digital learning design, subject, key clinical skills, and outcomes. Results: Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, clinical reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions: In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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“…Autoethnography presents opportunities to create spaces for students and faculty to co-construct knowledge by weaving in critiques of power structures that intersect at the personal, political, historical, and cultural levels (Bell et al, 2020;Cervantes-Soon, 2014, p.;Silva, 2017). Furthermore, considering students' expertise and integrating their input in the development of social work curricula can enhance student participation and build a culture of collaboration between students and faculty (Fuentes et al, 2021;Henderson et al, 2020;. Revising social work curriculum and engagement activities in partnership with students considering these multilayered challenges, can promote a counter culture that disrupts the reproduction of neoliberal transactional relationships of commodity and hierarchy.…”

Section: Fighting a Culture Of Burnout By Building A Culture Of Relationality And Communitymentioning

confidence: 99%

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

Yan

Orlandimeje

Drucker

et al. 2021

Social Work Education

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Recognizing and dismantling structural racism is at the core of the National Association of Social Work's (NASW) Code of Ethics and is also one of the Social Work Grand Challenges to tackle. Although increasing scholarly research has examined critical reflexive approaches to incorporate in the training of prospective antiracist social work practitioners, scholars, and educators, limited research has examined narratives from social work students grappling with positionality and power structures of the profession. This article suggests unsettling reflexivity as a critical race pedagogy tool to disrupt and contest systems of power in social work education by presenting four critical autoethnographic narratives of graduate and doctoral social work students. Implications and recommendations to prioritize a pedagogy of relationality and discomfort for social work education are discussed.

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Student Involvement in Flipped Classroom Course Design

Cited by 4 publications

References 1 publication

Digital learning designs in occupational therapy education: a scoping review

Digital learning designs in occupational therapy education: a scoping review

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Unsettling reflexivity and critical race pedagogy in social work education: narratives from social work students

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