Flipped-learning course design and evaluation through student self-assessment in a predental science class

Abstract

PurposeThis study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. MethodsSecond- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. ResultsThe majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. ConclusionThis study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

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

“…Moreover, these tools help students to develop generic skills such as communication, lifelong learning and autonomy and a sense of community and thus forge a culture collaborative learning. The effectiveness of using self‐ and peer assessment to improve learning outcomes by offering opportunities to practise, assess and provide feedback on students’ attribute development has been demonstrated in many studies (Duers, ; Fete, Haight, Clapp, & McCollum, ; Ihm, Choi, & Roh, ; Khan, Payne, & Chahine, ; Luxton‐Reilly, ; Moore, Westwater‐Wood, & Kerry, ; Willeya & Gardnera, ). However, some authors (Monroe, ; Roberts, Jorm, Gentilcore, & Crossley, ) have highlighted issues relating to self‐ and peer assessment in terms of the accuracy of the evaluation.…”

“…The effectiveness of using self-and peer assessment to improve learning outcomes by offering opportunities to practise, assess and provide feedback on students' attribute development has been demonstrated in many studies (Duers, 2017;Fete, Haight, Clapp, & McCollum, 2017;Ihm, Choi, & Roh, 2017 Students benefit from the analytical experience of evaluating submissions against defined criteria providing feedback on the assignments submitted by other peers. In order to make this technology successful, it is crucial that the instructor plans the activity in advance and defines the learning outcome that will be addressed and the criteria that students should take into account during the evaluation process, that is, Is it required that the submission meet the word count?, How many marks are allocated to every question?, When is it considered that the question is fully answered?, etc.…”

“…Many studies (Ihm et al, 2017;McNally et al, 2016;Selvabarathi & Govindarajan, 2016;Shi-Chun, Ze-Tian, & Wang, 2014) have shown that a flipped classroom methodology provides many advantages such as: improvement of critical thinking, interactions among peers and instructor, peer learning and tasks value, personalised learning adapted to individual work rhythms, deeper learning of the subject, encouraging collaboration skills, enhancement of students' protagonism of their own learning and promoting centred-learning and no centred-teaching. It can be invaluable for the teaching of mathematics and statistics (a key graduate skill), as well as chemistry, biology and physics principles that could need to be revisited for successful learning of first year students who are increasingly entering higher education with a diverse range of qualifications.…”

Η Εφαρμογή Της Αντίστροφης Τάξης Στην Εκπαιδευτική Διαδικασία : Τάσεις Και Προοπτικές

“…Σχεδόν όλοι οι ερευνητές επέλεξαν εργαλεία νέων τεχνολογιών όπως Youtube, Canvas, Moodle, για να μοιράσουν στους μαθητές διαδικτυακά βίντεο και βιντεο-διαλέξεις. Οι Ihm et al(2017) αξιοποίησαν εκπαιδευτικά το Facebook, θέλοντας παράλληλα να δουν κατά πόσο μπορούν τα μέσα κοινωνικής δικτύωσης να ενσωματωθούν αποτελεσματικά στην εκπαιδευτική διαδικασία. Ο Clark (2015), αντιμετώπισε προβλήματα έλλειψης της πρόσβασης στο διαδίκτυο ορισμένων μαθητών, με την εγγραφή του υλικού σε DVD, ενώ στην πρακτική εφαρμογή της αντίστροφης τάξης που μας περιγράφει ο Χατζάκης (2015), αντιμετώπισε παρόμοια προβλήματα χωρίς όμως να προκαλέσουν ιδιαίτερο πρόβλημα στη διδασκαλία, καθώς η παρακολούθηση των βίντεο είχε προαιρετικό χαρακτήρα.…”

“…Επίσης, προωθεί τη συνεργατικότητα, βοηθά στην αλλαγή των στάσεων των μαθητών απέναντι στο διδακτικό αντικείμενο και είναι ένας πολύ καλός τρόπος για τον έλεγχο της διαχείρισης της διδακτικής ώρας. Οι Ihm et al (2017), συσχετίζουν την μαθησιακή ετοιμότητα των μαθητών κατά τη διδασκαλία με την ενεργό συμμετοχή τους και την ανάπτυξη της συνεργατικότητας και την αλληλεπίδραση μεταξύ των μελών. Ωστόσο, οι Love et al (2013), Jensen et al (2015), Χατζάκης (2015) και Heyborne & Perret (2016) κατέληξαν στο ότι η εφαρμογή της αντίστροφης τάξης, δεν οδηγεί σε βελτίωση των επιδόσεων των μαθητών σε σύγκριση με το παραδοσιακό μοντέλο.…”