A hybrid flipped‐classroom approach for online teaching of biochemistry in developing countries during Covid‐19 crisis

Singh, Sneha; Arya, Aditya

doi:10.1002/bmb.21418

Cited by 36 publications

(39 citation statements)

References 3 publications

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“…Their questions were typically over the difficult concepts such as countercurrent multiplier system, cardiac cycle, and cell-mediated and antibody-mediated immune mechanisms. Similar to recent reports ( 20 – 21 ), the present study suggests that the FT method that was implemented during the current pandemic positively impacted student success. Student adjustment to the remote teaching method increased significantly toward the end of the semester.…”

Section: Discussionsupporting

confidence: 89%

Virtual flipped teaching during the COVID-19 pandemic

Gopalan

Butts-Wilmsmeyer

Moran

2021

Advances in Physiology Education

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The COVID-19 pandemic forced teaching to be shifted to an online platform. Since the flipped teaching (FT) model has been shown to engage students through active learning strategies and adapt both synchronous and asynchronous components, it was a convenient choice for educators familiar with this instructional method. This study tested the effectiveness of a virtual FT method during the pandemic in a graduate-level physiology course. Besides assessing knowledge gained in the virtual FT format, student surveys were used to measure student perception of their adjustment to the new FT format, their confidence in completing the course successfully, and the usefulness of assessments and assignments in the remote FT. Students reported that they adjusted well to the remote FT method ( P < 0.001), and their confidence in completing the course in this teaching mode successfully improved from the beginning to the end of the semester ( P < 0.05). Students expressed a positive response to the synchronous computerized exams (90.32%) and the formative group (93.51%) and individual (80.65%) assessments. Both collaborative activities (93.55%) and in-class discussions (96.77%) were found to be effective. The course evaluations and the overall semester scores were comparable to the previous semesters of face-to-face FT. Overall, students’ perceptions and performance suggested that they embraced the virtual FT method and the tested teaching method maintained the same strong outcome as before. Thus, this study presents a promising new instructional method in the teaching of future physiology courses.

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Section: Discussionsupporting

confidence: 89%

Virtual flipped teaching during the COVID-19 pandemic

Gopalan

Butts-Wilmsmeyer

Moran

2021

Advances in Physiology Education

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“…Other researchers (Huang et al, 2020) The RT5 made it possible for us to comprehend that the flipped classroom can be very effective if delivered correctly. Other researchers (Singh & Arya, 2020) have come to similar conclusions. In addition to that, RT3 enabled us to know the importance of the tests accomplished in every meeting: they provided retrieval opportunities and also extrinsic motivation.…”

Section: Discussionsupporting

confidence: 72%

Maximizing learning in online courses using critical thinking, project-based learning, and flipped classroom approaches

Arantes

Fregni

2021

ppcrj

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Introduction: In this article, we present our findings regarding the lessons learned by using critical thinking, projectbased learning, and flipped classroom educational approaches in an online course. The course, "Systems Thinking," was delivered to 20 graduate students during the Covid pandemic, in the second semester of 2020. The students worked in project teams to create short videos that analyzed the dynamics present in different real-life systems. The objective is to determine the effects of combining critical thinking, project-based learning, and flipped classroom to maximize learning. Methods: We followed a convergent parallel mixed-method approach. The quantitative data was collected through two multiple-choice tests (pre-test and a post-test). The qualitative data was collected from students' discussion forums and students' projects. We also collected data employing one questionnaire sent at the end of the course. The data was analyzed following a systemic approach. Results: The course design led to the development of five interconnected dynamics that favored the learning. The flipped classroom made the synchronous meetings more effective. The way the synchronous meetings were conducted (using different learning tools, tests as extrinsic motivators, and praising the students' achievements) kept the students motivated to learn. The discussion forum fostered critical thinking and the project-based learning approach gave opportunities to the students to learn by doing. Conclusions: The combination of critical thinking, project-based learning, and flipped classroom can be a very effective way of enhancing the learning experience in online courses.

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“…(2020) menggunakan aplikasi Zoom dalam sesi tatap muka perkuliahan anatomi. Singh & Arya (2020) menggunakan Zoom, WizIQ, dan Google Meet dalam mengajar Biokimia. Hasil riset mereka menunjukkan mayoritas mahasiswa meminta untuk mengurangi tatap muka daring harian agar bisa mengatasi bahan pelajaran lain.…”

Section: Pendahuluanunclassified

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

Pinontoan

Walean

Lengkong

2021

JINOTEP

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Pandemi Covid-19 telah mendorong penerapan pembelajaran jarak jauh. Penelitian ini menerapkan flipped classroom pada pembelajaran daring mata kuliah statistika untuk menyelidiki pengaruhnya terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa. Sesi tatap muka flipped classroom dilakukan secara daring dan sesi luar kelas menggunakan e-modul. Penelitian ini berbentuk eksperimen kepada 56 sampel mahasiswa kelas statistika yang dipilih secara acak di Fakultas Sains dan Teknologi Universitas Prisma. Instrumen menggunakan tes tertulis untuk mengukur kemampuan bernalar dan kuesioner untuk mengukur intensi berwirausaha. Uji statistik t dua sampel dan uji t berpasangan digunakan dalam penelitian ini. Hasil penelitian menunjukkan ada pengaruh positif penerapan flipped classroom dengan dukungan e-modul pada pembelajaran daring statistika terhadap kemampuan bernalar dan intensi berwirausaha mahasiswa.

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A hybrid flipped‐classroom approach for online teaching of biochemistry in developing countries during Covid‐19 crisis

Cited by 36 publications

References 3 publications

Virtual flipped teaching during the COVID-19 pandemic

Virtual flipped teaching during the COVID-19 pandemic

Maximizing learning in online courses using critical thinking, project-based learning, and flipped classroom approaches

Pembelajaran Daring Menggunakan E-Modul pada Flipped Classroom Statistika untuk Meningkatkan Kemampuan Bernalar dan Intensi Berwirausaha

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