A field guide for implementing a flipped classroom

Poulain, Pierre; Bertrand, Mickael; Dufour, Héloïse; Taly, Antoine

doi:10.1002/bmb.21737

Cited by 3 publications

(1 citation statement)

References 64 publications

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“…This shows that this theme attracts researchers' curiosity to conduct research and even combines it with other learning methods (S. A. de Araújo et al, 2023). The importance of the FC in biology learning as one of the best solutions when educational institutions are encouraged to adopt distance learning, such as during the Covid-19 pandemic (Poulain et al, 2023). This strategy must be a driving force that allows students to continue to access knowledge and carry out experiments to achieve their best skills (Sun et al, 2023).…”

Section: Researcher Nationality and International Collaborationmentioning

confidence: 98%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

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Section: Researcher Nationality and International Collaborationmentioning

confidence: 98%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

Zhang,

Jiang,

Zhao

et al. 2024

BMC Med Educ

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Background The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors. Methods A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students. Results Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students’ performance in the FC and supported the teaching model, agreeing to continue using it. Conclusions This study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.

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Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students’ Engagement and Perception

de Brito,

Terrado

2024

Veterinary Sciences

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Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods.

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A field guide for implementing a flipped classroom

Cited by 3 publications

References 64 publications

Flipped classroom strategies in biology learning: A systematic literature review

Flipped classroom strategies in biology learning: A systematic literature review

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students’ Engagement and Perception

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