Student Preferences Impact Outcome of Flipped Classroom in Dental Education: Students Favoring Flipped Classroom Benefited More

Abstract

Many reports in dental education showed that student learning improved with the flipped classroom method. However, there are few reports that describe how different subsets of students may benefit from the flipped classroom. In this study, we investigated how students’ preference for the flipped classroom impacted their learning outcome. We used a flipped classroom module on the physiology of the autonomic nervous system taught to year one Doctor of Dental Surgery students to test the hypothesis that students who favored the flipped classroom performed better on assessment quizzes. The module was composed of pre-class activity, out-of-class assignment, in-class discussion, and two in-class quizzes. Quiz 1 was given after students self-studied the foundational content online through the pre-class activity, and Quiz 2 was at the end of the module. Students filled out a survey to report learning experiences and preferences. Fewer students scored below 75% on Quiz 2 than on Quiz 1. Students’ self-evaluated understanding of content significantly improved after finishing the assignment and discussion compared to finishing the pre-class activity alone. Moreover, students who preferred to learn through the flipped classroom scored higher in Quiz 2. Students with higher overall grades in the course preferred the flipped classroom more than low performers. Our results indicated that students favoring the flipped classroom method spent more time on the assignment, understood the content better, and performed better on assessments than students who prefer traditional lectures.

Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students

“…Moreover, questions, answers, and results were at no point shared with students, thus preventing any bias. Similarly, this concept was also used in another study [ 14 , 24 ].…”

“…Two studies on flipped classrooms in the field of pediatric dentistry showed that students were satisfied with this method [ 12 , 13 ], providing the notable advantages of availability and access to online content and course materials, clickers to test knowledge in preparation for an exam, and in-class group discussions with the help of students questionnaires [ 12 ]. The results of a study with a flipped classroom on the physiology of the autonomic nervous system indicated that students spent more time learning, understood the content better, performed better in assessments, and preferred this method to a traditional lecture [ 14 ]. Another study on online lectures in dermatology showed that these were highly welcomed by students and may be a good means to improve the education of students in dermatology.…”

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

“…As an active methodology, the flipped classroom is defined by a series of characteristics that are linked to this type of pedagogical strategy, where the student is the protagonist of his or her learning process [23]. Thus, different studies have highlighted the benefits of the FC, such as its impact on improving academic performance [24][25][26][27][28][29], the increase in the number of interactions between the participating agents [30][31][32][33] or the motivation inherent in the implementation of this proposal [34][35][36].…”

Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students

“…Pada dasarnya, konsep model pembelajaran Flipped Classroom yaitu mahasiswa di rumah mengerjakan apa yang dilakukan di kelas yaitu belajar dengan memahami materi yang telah diberikan oleh dosen, dan di kelas mahasiswa mengerjakan apa yang biasanya dikerjakan siswa di rumah yaitu mngerjakan soal dan menyelesaikan masalah. Xiao et al, (2021); Zhang & Feng (2019); Maolidah et al, (2017). Flipped Classroom merupakan suatu cara dalam proses pembelajaran yang mengurangi kapasitas kegiatan pembelajaran di dalam kelas dengan memaksimalkan interaksi satu sama lain yaitu guru, siswa dan lingkungannya.…”