Student’s perception on initial experience of flipped classroom in pharmacy education: Are we ready?

Chan, Siok-Yee; Lam, Yat Kuan; Ng, Theam Foo

doi:10.1080/14703297.2018.1541189

Cited by 23 publications

(25 citation statements)

References 14 publications

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“…Similar to the study results by Peisachovich et al (2016), Chan, Lam, and Ng (2018) and Tang et al (2017), our students also have voiced out as a concern and complaint about the amount of preparation time they needed to employ this method in order to listen to the online lectures, complete the reading for in-class interactive session, and complete the assignments. They were benefited from the 1h extra preparation time provided to them in the post-cycle II, before starting the class.…”

Section: Discussionsupporting

confidence: 54%

“…In contrast, employing FCR in teaching nursing management course in Brazil elicited mixed results, partially because the students did not perform the reading or proposed activities (Menegaz, Dias, Trindade, Leal, & Martins, 2018). Similar to those results, inappropriate use of the flipped methodology has been identified as one of the factors for its low acceptance during its introduction in the pharmacy course among undergraduate students in Malaysia (Chan et al, 2018). It is a fact that FCR brings about a challenge and change from the traditional role of the teacher and learner.…”

Section: Discussionmentioning

confidence: 86%

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Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

Busebaia

John

2020

RPTEL

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The study aimed to assess the nursing students' class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classroom (FCR) in comparison to the current teaching methodology. Participants were 22 females and 4 males, selected through convenience sampling method, and were evaluated at pre-cycle with casebased learning, post-cycle I with FCR, and post-cycle II, using FCR with an extra class time, in a cyclical nature of inquiry. Data collection involved a triangulation technique using checklists to observe and assess students' class engagement, quizzes for measuring class performance, and focus group interviews. The focus group interview reflections and feedback were used to refine and plan the next cycle. The quiz and the class engagement scores were highly significant at post-cycle II where the FCR was used with extra class time compared to post-cycle I and pre-cycle. The participants stated that they gained a deeper understanding of concepts, were motivated and more confident in learning the course material. The study findings support the use of FCR in learning pediatric course content. Further empirical evidence is required for adapting FCR to other courses in the curricula to determine its suitability to a particular teaching content.

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 86%

Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

Busebaia

John

2020

RPTEL

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“…Changing demands in education marketplace, student work habits and increased desire to design flexible education in Higher Education have motivated educators to implement different active learning approaches including role playing [ 10 ], problem solving [ 11 ], Team-Based Learning (TBL) [ 12 , 13 ] and Flipped Classroom (FC) [ 14 , 15 ], in order to allow learners to develop important and updated professional competencies. Digital communication, media, and computing technologies with fast and easy access to information, which allow learners to interact, collaborate and share skills and experience in a more open world, have radically changed the teaching paradigm and the conventional education system.…”

Section: Introductionmentioning

confidence: 99%

“…Flipped classroom (FC), as another example of a technology-supported pedagogical approach, which has become popular in recent years, enables educators to provide less critical and low cognitive materials to learners to be previewed outside the classroom, which frees up class time to be used to spend more time on higher level learning, critical thinking exercises and problem solving practices [ 32 ]. In-class instructions and specially developed narrated lecture material online are normally provided to students in advance of class to allow them to prepare themselves individually or in groups.…”

Section: Introductionmentioning

confidence: 99%

Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

Malekigorji

Hatahet

2020

Pharmacy

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Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL). CRS allowed learners to use their smart devices (e.g., phones, tablets and laptops) to respond to a variety of numerical, multiple-choice, short-answer and open ended questions posed during live classes and encouraged them to engage with classroom activities. Our Flipped-CRS (F-CRS) approach required the students to preview the e-learning material and watch the recorded lectures before the sessions and apply their knowledge within the session, either individually or as teams, by answering questions using TurningPoint CRS software. Learners provided positive feedback regarding F-CRS and the application of super blended teaching and learning model demonstrated a substantial increase in student collaboration and enhanced their motivation, engagement, attendance and academic performance, especially while using F-CRS approach in teams. Our super blended approach enabled educators to monitor student engagement throughout the year, facilitated formative assessment and assisted teachers to create crude class performance prediction in summative assessments.

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“…The use of ICTs and collaborative work in the classroom improve the teachinglearning conditions during flipped classroom (Chan, Lam, & Ng, 2020;Craft & Linask, 2020;Morin, Tamberelli, & Buhagiar, 2020). Therefore, the research hypotheses related to the activities during the face-to-face session are:…”

Section: Methodsmentioning

confidence: 99%

Flipped classroom: Pedagogical model necessary to improve the participation of the students during the learning process

Salas-Rueda

2020

LUMAT

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Nowadays, teachers can transform the organization and realization of school activities before, during and after the face-to-face sessions through the flipped classroom. The objective of this mixed research is to analyze the impact of the flipped classroom in the teaching-learning process on statistics considering data science and machine learning (linear regression). The sample consists of 61 students who took the Statistical Instrumentation for Business course during the 2018 school year. This research proposes the consultation of the YouTube videos before the class, performance of the collaborative exercises and use of the spreadsheet to check the results during the class and performance of the laboratory practices through the spreadsheet after the class. The results of machine learning (70%, 80% and 90% of training) indicate that the participation of the students before, during and after the class positively influences the assimilation of knowledge and development of mathematical skills about the frequencies and measures of central tendency. On the other hand, the decision tree technique identifies 6 predictive models on the use of the flipped classroom. Also, the students of the Statistical Instrumentation for Business course are motivated and satisfied to use the technological tools in the Introduction to statistics Unit. Finally, the flipped classroom allows the construction of new educational spaces and creation of creative activities before, during and after the class that favor the participation of the students during the learning process.

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Student’s perception on initial experience of flipped classroom in pharmacy education: Are we ready?

Cited by 23 publications

References 14 publications

Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

Flipped classroom: Pedagogical model necessary to improve the participation of the students during the learning process

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