Understanding the Habits: Inertia in Flipped Classroom

Voigt, Christin; Vogelsang, Kristin; Liere-Netheler, Kirsten; Blömer, Linda; Brink, Henning van den; Hoppe, Uwe

doi:10.1007/978-3-030-31143-8_16

Cited by 1 publication

(1 citation statement)

References 25 publications

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“…59,60 Introducing new concepts or change in traditional teaching strategies is challenging and is faced chiefly by significant resistance. 61 While most of previous studies elaborated on the need for developing traditional teaching strategies, few of them outlined clear procedures and steps to do. 62 The current study endorsed a novel way to modify the TBL conceptual framework, based on theoretical, pedagogical backgrounds.…”

Section: Dovepressmentioning

confidence: 99%

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Sharif¹,

Kasemy²,

Alquraishi³

et al. 2022

AMEP

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Purpose Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students’ interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL. Methods This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students’ performance and satisfaction. Results A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students’ perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations. Conclusion Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

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