The Flipped Classroom

Abstract

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension

“…The flipped classroom-sometimes called reverse (Halili & Zainuddin, 2015), backwards (McLaughlin et al, 2014), inverted (Bates & Galloway, 2012), and upside down (Zhang, Ma, & Liu, 2014) classroom-is an instructional model that inverts the traditional lecture-plus-homework format (Arnold-Garza, 2014). That is, the tasks traditionally assigned as homework are now accomplished inside the classroom and the tasks traditionally accomplished in class are now accomplished at home (Bergmann & Sams, 2012).…”

Flipped classroom. Claves para su puesta en práctica

“…Estos avances pedagógicos y tecnológicos han llevado a algunos educadores a implementar un radical, pero intuitivo, modelo educativo denominado flipped classroom (clases invertidas) (Furse, 2013;Kim, Kim, Khera, y Getman, 2014;Lage, Platt, y Treglia, 2000;McLaughlin et al, 2014). La clase invertida, también conocida como clase al revés (backwards classroom), instrucción inversa (reverse instruction), invirtiendo la clase (flipping the classroom) enseñanza inversa (reverse teaching), enseñanza invertida (flip teaching), etc.…”

“…( McLaughlin et al, 2014). No obstante, dicho esfuerzo inicial permite reutilizar el material encontrado/elaborado en cursos sucesivos, lo que hace que se aminore la necesidad de tiempo extra de preparación.…”

“…Los alumnos consideran que esta metodología promueve la comprensión y aplicación de conceptos clave y el aumento del dominio de los mismos, que los materiales en las clases invertidas les ayudan a preparar cada sesión de clase, aprender a su propio ritmo, preparar los exámenes y que mejoran su aprendizaje en general y, en contra de lo que puede parecer, la asistencia a clase presencial aumenta a pesar de disponer del contenido de la parte teórica de la asignatura en Internet (Kong, 2014;McLaughlin et al, 2014).…”

Utilization of the "Connecting the Dots" Worksheet to Engage Undergraduate Students in Health Promotion Program Planning

“…The health promotion program planning courses are structured upon the principles of service-learning (Cashman & Seifer, 2008) and are taught utilizing the flipped-classroom model, in which students learn basic concepts outside the classroom and practice those concepts with the instructor acting as a coach within the classroom environment (Howard, Scharff, & Loux, 2017;McLaughlin et al, 2014). In response to employer needs calling for colleges to place more emphasis on teamwork skills in diverse groups, problem solving, and applied knowledge in real-world settings (Association of American Colleges and Universities, 2011;Hart Research Associates, 2010), the courses are structured so that students, working in groups of 4-5, partner with a local community organization to determine a health-related need and develop a program plan that is implemented within the community setting.…”