Flipping it online: re-imagining teaching searching for knowledge syntheses

Abstract

Introduction: This program description outlines our approach to re-developing our 3-part series for graduate students on comprehensive searching for knowledge syntheses from in-person to online delivery using a flipped classroom model. The re-development coincided with our library’s response to COVID-19.
 Description: This series followed a flipped classroom model where participants completed asynchronous modules built on Articulate Rise 360 before attending a synchronous session. Each week of content covered unique learning objectives. Pre- and post-survey evaluations were used to examine students’ understanding of the materials.
 Outcomes: 152 unique participants registered for the series across two offerings in summer 2020. We observed high engagement with pre-work modules and active participation during synchronous sessions.
 Discussion: We found the flipped classroom approach to work well for our users in an online environment. Moving forward, we intend to continue with our re-developed online workshop series with minor modifications, in addition to in-person instruction.

The effect of student engagement strategies in online instruction for data management skills

“…Factors contributing to Zoom fatigue with online learning include an increase in distractions and multitasking, technology not working, lack of nonverbal communication, intermittent feedback from other participants, inability to see facial cues due to cameras being turned off, and constantly viewing oneself (Bailenson, 2021 ; Palmer et al, 2022 ; Peper et al, 2021 ). Therefore, online synchronous sessions require “an increased effort to maintain students’ attention” (Fuller et al, 2021 , p. 107) and more cognitive efforts to engage learners (Fauville et al, 2021 ). In other words, an increase in student engagement in online teaching is needed in order to remedy “Zoom fatigue” and improve student outcomes.…”

“…However, Budhai & Williams ( 2021 ) measured student learning via a faculty survey, not directly from students. Using a flipped-classroom approach for evidence synthesis searching, during the synchronous online sessions, Fuller et al, ( 2021 ) used the chat feature to facilitate discussion, annotating slides, breakout rooms, and collaborating on a Google Document (Google Doc). While assessment using pre/post self-assessments and reflections showed students met the learning objectives and were satisfied with the online instruction, Fuller et al, ( 2021 ) did not report using statistical analysis to determine the effectiveness of the online instructional strategies.…”

Identifying and Mapping Canadian Registered Dietitians’ Perceptions and Knowledge of, and Experiences with, Weight-Related Evidence in Nutrition Care: A Scoping Review Protocol

“…There will be no restriction on article publication date. A grey literature search strategy was also developed in partnership with the team's librarian (MR), where Fuller et al (2021) and Grey Matters: A Practical Tool for Searching Health-Related Grey Literature were consulted (Canadian Agency for Drugs and Technologies in Health, 2019). Grey literature will be searched using Google Scholar, Google, and Microsoft Bing.…”