Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic

Gopalan, C.; Serrano, Charles; Dickey, Paige; Daughrity, Sheyenne; Hackmann, Elizabeth; Bracey, Georgia; Bartels, Lynn K.; Fickas, Julie; Locke, Sharon; Butts-Wilmsmeyer, Carolyn

doi:10.1152/advan.00148.2022

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…Originally, FL as learning methodology was applied and became popular in the subject areas like science, technology, engineering, and mathematics (STEM) (Gopalan et al, 2022). Currently, this training method has been gaining increasing popularity, being carried out in numerous classrooms at all educational levels, as it is very practical and effective in instructional processes (Erbil, 2020).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Dafun Jr.,

Nurhasan,

Muhammad

et al. 2024

Retos

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This study aims to provide a synthesis of available scientific articles on the use of FL as a promising methodology in university sports teaching through a systematic review. This research is a type of systematic review research using searches from various journal databases such as Science Direct, Pubmed and Web of Science. The inclusion criteria in this research are journals published in the last 5 years that discuss Flipped Learning, physical fitness and physical education. Furthermore, the exclusion criteria in this research are journals that are not reputable or indexed by Scopus and Web of Science. In the first stage, 1538 articles from the Science direct, Pubmed and web of science databases were identified. Next, in the second stage, 49 articles were screened based on the suitability of the title and abstract. In the third stage, 26 articles were ordered for further processing. At this stage we filter based on the complete suitability of the article. Then, in the final stage, 10 articles that met the inclusion criteria were selected and analyzed for this systematic observation. This systematic review study reports that the FL method combined with other new techniques in teaching sports in universities provides good results. In all aspects of learning such as cognitive, affective and motoric learning in several sports disciplines such as basketball, martial arts, gymnastics and dance, FL provides very positive results. Therefore, based on the results of this investigation, it is hoped that more research needs to be carried out on FL in connection with optimizing physical education teaching and of course realizing the higher goals of physical education, namely increasing students' levels of physical activity, knowledge and sports. techniques aimed at encouraging and growing participation. physical activity inside and outside the classroom and throughout their lifespan. Keywords: Flipped Learning, Physical Fitness, Physical Education

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Section: Introductionmentioning

confidence: 99%

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Dafun Jr.,

Nurhasan,

Muhammad

et al. 2024

Retos

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Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic

Petzold

Fry

2023

Advances in Physiology Education

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As we pass the third anniversary of the World Health Organization's declaration of the SARS-CoV-2 global pandemic it is beneficial to reflect upon how physiology education adapted to the challenges of the pandemic. At the initial stages of the pandemic, many educators were faced with the challenge of quickly transitioning to Emergency Remote Teaching (ERT), requiring shifts in teaching methodology and laboratory structure to adapt to the pandemic normal. In this paper, we provide a broad overview of the efforts made by the community of educators associated with the American Physiological Society during the pandemic to encourage best practices in teaching, maintain course and program goals during ERT, and innovate in physiology education. We also highlight diversity, equality and inclusion work that was produced as the scientific community recommitted to tackling systemic and structural inequalities exacerbated by the pandemic and brought to the forefront by the Black Lives Matter movement . Finally we examine the potentially long lasting effects of the pandemic on education from both the student and faculty standpoint and how doubling down on what we learned can be beneficial to the future of physiology education.

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Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Gopalan,

Halpin,

Selvam

et al. 2024

Advances in Physiology Education

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The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The pre-class and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over four years, guiding STEM faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education.

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Flipped teaching transition to online teaching by STEM educators during the COVID-19 pandemic

Cited by 4 publications

References 26 publications

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic

Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

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