Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

Sage, Melanie; Sele, Patti

doi:10.1080/10437797.2015.1076274

Cited by 41 publications

(24 citation statements)

References 8 publications

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“…In Chen's study [10], all examination score outcomes were evaluated according to Kirkpatrick's level 2 measurement (learning) [34], but in this study, level of change was additionally evaluated. Studies in social work [30–31] did not assess academic performance specifically.…”

Section: Discussionmentioning

confidence: 99%

“…The studies carried out on the effectiveness of FC in the field of social sciences [28–29]and specifically in social work degrees are more scarce [30–31].…”

Section: Introductionmentioning

confidence: 99%

“…This means that innovative and active teaching methodologies can be developed through reflective journalism [30], readings accompanied by online tools that promote learning communities and prompt further reflection, etc. [31].…”

Section: Introductionmentioning

confidence: 99%

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The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

et al. 2019

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Background The flipped classroom (FC) is a pedagogical approach that means that the activities that have traditionally taken place within the classroom are carried out outside the classroom. Fundamentally it implies the way in which the student studies the subject. This change of perspective in teaching—learning has raised many questions regarding its effectiveness and student satisfaction in the university studies in the degree of Social Work. Objective The main objective of this study was to evaluate the effectiveness of a Flipped Classroom methodology in the academic performance of students of the Social Work Degree. Methods An educational study, with two parallel groups was developed. The randomization was carried out by class groups. Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional lecturer-based learning (LB) methodology. The participants were all the students of the morning shift who studied the subject Social Work with Groups of the Social Work Degree during the academic year 2017–2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a LB. Results In terms of the academic performance result variable, the FT group had a mean of 6.56 (SD: 1.58) and the LB group had a mean of 5.42 (SD: 1.97) (p-value: 0.002). The FT group also had a higher percentage of students receiving merit and outstanding scores (34.5% and 6.9% respectively) and a lower percentage of students who failed (19%) as compared to the LB group in which 20.9% and 2.3% of the students received merit or outstanding grades and 46.5% failed (p-value = 0.025). No significant differences were found with regards to satisfaction with the subject and the methodology used, long-term learning and time spent preparing for the exam. Conclusions The FC teaching methodology in comparison with the LB methodology has shown to be a more effective tool regarding academic performance evaluated in a quantitative and qualitative way with regards to Social Work education at university level.

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Section: Discussionmentioning

confidence: 99%

“…The studies carried out on the effectiveness of FC in the field of social sciences [28–29]and specifically in social work degrees are more scarce [30–31].…”

Section: Introductionmentioning

confidence: 99%

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The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

et al. 2019

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“…Learning responsibilities are given up to the students, whereas teacher interacts with students in their in‐class activities such as problem solving, discussing and guiding (Yarbro, Arfstrom, McKnight, & McKnight, 2014). Research emphasises that adopting flipped learning in education, especially for higher educational institutions has many advantages such as self‐paced learning, interactive classroom discussion, more time for practice, more feedback, peer‐assisted learning, collaborative learning (Lee & Wallace, 2018; Moraros, Islam, Yu, Banow, & Schindelka, 2015; O'Flaherty & Phillips, 2015; Ozdamli & Asiksoy, 2016; Sage & Sele, 2015). Moreover, research indicates that flipped learning provides better results as compared to traditional and EL (Lo & Hew, 2018; Thai et al, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Yorgancı

2020

Computer Assisted Learning

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This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's ‘First Principles of Instruction Design Theory’. In the research in which a quasi‐experimental pre‐test–post‐test research design was used, the data were obtained by means of mathematics achievement test, self‐regulation and self‐efficacy questionnaires. The experimental results showed that the mathematics achievement post‐test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self‐regulation and mathematics self‐efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges.

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“…The skill of taking on one's own learning responsibility is reinforced by coming to the class prepared and assuming active roles in in-class activities [11][12][13]. This method offers advantages to the instructor as well, particularly enabling them to understand and correct the thinking/reasoning errors of the learner and achieve the learning goals with more interactive methods instead of delivering a lesson in the classroom [11,14]. Besides, although it takes time to prepare, the flipped class model allows the teachers to actualize transformative experiences for their students, build flexible teaching strategies, and make the lessons appealing [15].…”

Section: Flipped Class Model Encompasses Utilization Of All Sorts Of mentioning

confidence: 99%

Organ Donation Course in Medical Education Program

Yilmaz¹,

Demiral²,

Sezer³

2018

Organ Donation and Transplantation - Current Status and Future Challenges

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The number of patients waiting for organ transplantation is increasing. Today, living donors and cadaveric donors comprise the donor pool. Although it varies from country to country, organ transplants are mostly based on living donors because the cadaveric donor pool is not enough. There are different alternatives to increase the cadaveric donor pool. One of them is to raise awareness of organ donation in undergraduate medical education. Unfortunately, its effectiveness is controversial. In this section, to increase the effectiveness of the organ donation course given in medical education programs, a method proposal is presented. Medical professionals' knowledge of and attitudes toward donation have an impact on donation rates. It is possible that these attitudes and knowledge are molded during pre-graduation. As such, educating medical students may be an important factor in increasing organ donation. Learners' participation in an educational program is one of the most important factors contributing to learning. Flipped classroom is a student-oriented education method based on the combination of in-and out-of-class activities. With the use of the flipped classroom method in organ donation courses offered in medical education programs, students' knowledge and skills that enable them to discuss the topic of donation with patients can be improved.

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Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

Cited by 41 publications

References 8 publications

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Organ Donation Course in Medical Education Program

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