Flipped classroom experiences: student preferences and flip strategy in a higher education context

McNally, Brenton; Chipperfield, Janine; Dorsett, Pat; Fabbro, Letitia Del; Frommolt, Valda; Goetz, Sandra; Lewohl, Joanne Marie; Molineux, Matthew; Pearson, Andrew G.; Reddan, Gregory; Roiko, Anne; Rung, Andrea

doi:10.1007/s10734-016-0014-z

Cited by 185 publications

(170 citation statements)

References 34 publications

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“…Some authors (McNally et al, ; Selvabarathi & Govindarajan, ; S) also described disadvantages and challenges associated with the practicality of this tool. For example, computer and Internet access are essential in order to implement this methodology.…”

Section: Mixed Approach: Self‐ and Peer Assessmentmentioning

confidence: 99%

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Serrano

Dea-Ayuela

González-Burgos

et al. 2019

Euro J of Education

131

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Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.

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Section: Mixed Approach: Self‐ and Peer Assessmentmentioning

confidence: 99%

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Serrano

Dea-Ayuela

González-Burgos

et al. 2019

Euro J of Education

131

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“…15 This study, however, was one of the very few studies addressing the flipped instructional approach for health care professional students in Australia. 16,17 The University of Sydney is considered one of Australia's largest university providers of undergraduate and postgraduate pharmacy training. A current trial of the flipped classroom model at…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

Saba

Metry

Lucas

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To assess final-year pharmacy students' performance and evaluate their experience in a "flipped exam" versus a "traditional exam" for an advanced clinical pharmacy course.Methods. The students devised the multiple choice questions that comprised the flipped exam. Biggs revised 2-factor Study Process Questionnaire was administered before and after the exam to assess any possible changes in the students' perceptions of their level of engagement in the learning process. Focus groups discussions were also conducted to further gauge the students' feedback and insights into the flipped examination experience.Results. Changes in mean total study process scores, at the deep and surface levels of learning, were statistically significant. The flipped exam experience was enjoyable, facilitated a less-stressful learning environment, and improved the students' learning satisfaction, knowledge, and assessment marks. Conclusion. The flipped exam model represents an innovative instructional approach that, ifpedagogically designed and implemented, could potentially bring about significant educational gains.

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“…The portfolio was seen by students and professors as a learning tool and not as an evaluation tool. Students are more likely to benefit from the approach if their professor integrates assessment into the design of the flipped classroom (McNally et al, 2016).…”

Section: Pre-class: Videosmentioning

confidence: 99%

“…However, results from other studies can shed light on this observation. McNally et al (2016) classified students in a flipped classroom as either "flipped endorsers" or "flipped resisters. " They reported that "although differences were found between those who endorse and those who resist flipped teaching environments (particularly in their expectations of higher education courses and engagement), this differentiation based on preferences did not correspond to differences in their final grades in a flipped course" (McNally et al, 2016, p. 292).…”

Section: Students' Appreciation Of the Flipped Classroommentioning

confidence: 99%

“…McNally et al (2016) studied the correlation between the appreciation of flipped classrooms and grades. They observed an improvement in grades with flipped "endorsers" and flipped "resisters, " pointing toward the interpretation that "preferences alone may not be the most informative aspect on which to evaluate a flipped classroom environment" (McNally et al, 2016, p. 292).…”

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Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

Cormier

Voisard

2018

Front. ICT

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The flipped classroom as a form of active pedagogy in postsecondary chemistry has been developed during the last 10 years and has been gaining popularity with instructors and students ever since. In the current paradigm in science, technology, engineering, and mathematics education, it is widely recognized that active learning has significant positive effects on students' grades. Postsecondary organic chemistry is a difficult course for students, and the traditional way of teaching does not foster students' active involvement. Implementation of active pedagogy could increase students' achievement in this course. However, few quantitative data are available on the impact of active pedagogy in general, or flipped classrooms in particular, on learning in organic chemistry at a postsecondary level. Thus, in this study, we evaluated the gain on final grade scores in organic chemistry after implementing a flipped classroom approach to promote active learning in this course. We encouraged students to be active by having them watch educational videos before each class and then having them work during class time on problems that focused on applying the concepts presented in the videos. Exams were the same as those completed by students in the traditional classrooms of our college. In an a posteriori analysis of our students' grades, we compared final grades in traditional classrooms (control group, N = 66) and in flipped classrooms (experimental group, N = 151). The sample was stratified in three categories depending on students' academic ability in college, from low-achieving to high-achieving students. Our results show that students in the experimental group have significantly higher final grades in organic chemistry than those in the control group, that is, 77% for students in the active classroom vs. 73% in the traditional classroom (p < 0.05). The effect was the greatest for low-achieving students, with final scores of 70% in the active classroom compared with 60% in the traditional one (p < 0.001). This difference in performance is likely due to students spending more time solving problems in a flipped classroom rather than having the questions assigned to them as homework.

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Flipped classroom experiences: student preferences and flip strategy in a higher education context

Cited by 185 publications

References 34 publications

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

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