Flipped Classrooms and Student Learning: Not Just Surface Gains

Autor/inn/en	McLean, Sarah; Attardi, Stefanie M.; Faden, Lisa; Goldszmidt, Mark
Titel	Flipped Classrooms and Student Learning: Not Just Surface Gains
Quelle	In: Advances in Physiology Education, 40 (2016) 1, S.47-55 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00098.2015
Schlagwörter	Science Instruction; College Science; Undergraduate Study; Blended Learning; Technology Uses in Education; Video Technology; Homework; Student Adjustment; Time on Task; Comparative Analysis; Conventional Instruction; Lecture Method; Learning Modules; Web Based Instruction; Electronic Learning; Active Learning; Student Surveys; Student Attitudes; Peer Relationship; Teacher Student Relationship; Foreign Countries; Mixed Methods Research; Coding; Reflection; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Zeitaufwand; Learning module; Lernmodul; Web Based Training; Aktives Lernen; Schülerbefragung; Schülerverhalten; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Codierung; Programmierung; Kanada
Abstract	The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and comparative learning outcomes, there remains a lack of understanding regarding its impact on students' approaches to learning. Focusing on a new flipped classroom-based course for basic medical sciences students, the purpose of the present study was to evaluate students' adjustments to the flipped classroom, their time on task compared with traditional lectures, and their deep and active learning strategies. Students in this course worked through interactive online learning modules before in-class sessions. Class time focused on knowledge application of online learning module content through active learning methods. Students completed surveys and optional prequiz questions throughout the term to provide data regarding their learning approaches. Our results showed that the majority of students completed their prework in one sitting just before class. Students reported performing less multitasking behavior in the flipped classroom compared with lecture-based courses. Students valued opportunities for peer-peer and peer-instructor interactions and also valued having multiple modes of assessment. Overall, this work suggests that there is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipped classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01