Using Flipped Classroom Components in Blended Courses to Maximize Student Learning

Abstract

Context: The flipped classroom is an educational approach that has become popular in higher education because it is student centered. Objective: To provide a rationale for a specific way of approaching the flipped classroom using a blended course design and resources necessary to help instructors be successful. Main Outcome Measure(s): Three class components are important to the flipped classroom: before-, during-, and after-classroom sessions. Each is important in helping instructors deliver content in ways that will engage students to use all levels of the Bloom taxonomy on a consistent basis. Implementing each component using a blended course delivery will allow faculty to meet the students where they are in their learning as well as maximize class time. Conclusions: Athletic training educators can successfully use flipped classroom principles in blended courses to create student-centered classes. Educators should strategically think about the course objectives and activities for each of the 3 components. Being deliberate in this approach will ensure the educator is both an expert and a facilitator helping students achieve all levels of the Bloom taxonomy to maximize student learning.

SWOT Analysis of Blended Learning in Public Universities of Uganda: A Case Study of Muni University

“…An instructional course design should consequently be developed to support knowledge transmission and skills acquisition [28]. The appropriate course design has to include relevant multimodal technology didactics that support collaboration and active learning for successful course outcomes.…”

Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

“…A flipped classroom creates an active learning environment and has been used in many allied health settings, including pharmacology, [3][4][5][6] medicine, [7][8][9] dentistry, 10 dietetics, 11,12 veterinary medicine, 13 nursing, 14,15 and athletic training. 16,17 This pedagogical method is a blended learning environment in which students learn instructional content through watching video lectures asynchronously, and synchronous sessions are spent on homework, discussion, interaction, or hands-on activities. A flipped classroom uses technology to move the formation of knowledge outside class and gives time in class to apply the new knowledge through group work or learning activities guided by the instructor that enhance application of knowledge.…”

“…9 Although there has been interest in a flipped classroom model in higher education, research has been limited. In published literature reviews, [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]19,20 the following were found regarding the implementation of a flipped pedagogical approach: satisfaction with pedagogy, [5][6][7][8][10][11][12][13]15,19,20 increased faculty feedback, 7,9,13 motivation of students to become self-learners and involved in the learning process, 3,9,10,12,19 and improved student performance outcomes. 3,4,13,19,20 The athletic training profession has begun to research the flipped classroom approach.…”

Can flipped learning enhance adolescents’ motivation in physical education? An intervention study

“…FL also facilitates student-centred activities (Heinerichs, Pazzaglia & Gilboy, 2016) because students' preparation before class reduces the time spent on explanation and instruction in the classroom.…”