{"id":331,"date":"2019-09-12T04:45:39","date_gmt":"2019-09-11T18:45:39","guid":{"rendered":"http:\/\/meristem.anu.edu.au\/?p=331"},"modified":"2021-03-08T11:30:47","modified_gmt":"2021-03-08T00:30:47","slug":"preference-for-flipping-increases-dramatically-once-students-have-flipped","status":"publish","type":"post","link":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/preference-for-flipping-increases-dramatically-once-students-have-flipped\/","title":{"rendered":"Preference for flipping increases dramatically once students have flipped"},"content":{"rendered":"

The Flipped Classroom: A Course Redesign to Foster learning and Engagement in a Health Professions School<\/a> (McLaughlin, et al., 2014)<\/h3>\n

summary<\/h4>\n

The authors flipped a first-year pharmacy course which resulted in an increase in students’ learning,\u00a0 class attendance, and perceived value of the flipped classroom model. The graph above describes how student preference for class style inverted:\u00a0from favouring lecturing, to favouring flipping (even more strongly than the original preference), after they had experienced the flipped course.\u00a0 91% agreed or strongly agreed that the\u00a0flipped course format ‘greatly enhanced [<\/em>their] learning’.<\/em><\/p>\n

for meristem students and parents<\/h4>\n

The average grade of all students was increased (with statistical significance) after\u00a0the very first semester they trialled flipping.<\/p>\n

for meristem teachers<\/h4>\n

The paper provides one\u00a0example of a flexible active lesson format and micro-assessment incentives for students to stay up-to-date with class content:<\/p>\n

\"Flipped
The Flipped Classroom – A course redesign to foster learning and engagement in a health professions school Figure 1<\/figcaption><\/figure>\n

‘Students ‘ presentations (worth 1.6% of\u00a0the final grade), eight graded quizzes (worth a total of 12.9%), three scheduled examinations (each worth 16.1%), and one comprehensive and cumulative final examination(worth 32.3%)… Finally students received bonus points for responding online to reflective pair & share questions (worth up to an additional 1.6%) or facilitating a proactive pair & share activity (worth up to an additional 3.2%).<\/em><\/p>\n

For development of meristem<\/h4>\n

For this course the conveners also provided students with a syllabus that gave a thorough description of the course and format, as well as the motivation behind the shift in pedagogical strategy. Tips for success were provided and established the expectations on students.\u00a0We are\u00a0investigating how to provide this to meriSTEM teachers and students.<\/p>\n

McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A. and Mumper, R.J., 2014.\u00a0The flipped classroom: a course redesign to foster learning and engagement in a health professions school<\/a>. Academic Medicine, 89(2), pp.236-243.<\/p>\n","protected":false},"excerpt":{"rendered":"

The Flipped Classroom: A Course Redesign to Foster learning and Engagement in a Health Professions School (McLaughlin, et al., 2014) summary The authors flipped a first-year pharmacy course which resulted in an increase in students’ learning,\u00a0 class attendance, and perceived value of the flipped classroom model. The graph above describes how student preference for class […]<\/p>\n","protected":false},"author":5,"featured_media":332,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_gspb_post_css":"","footnotes":""},"categories":[267594,268527,266277],"tags":[174193,210,266285,266286,266287,266295,266297],"class_list":["post-331","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-flipped-learning","category-research-blog-categories","category-student-motivation","tag-active-learning","tag-assessment","tag-flipped-classroom","tag-health-science","tag-improved-grades","tag-student-evaluation","tag-success"],"_links":{"self":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts\/331","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/comments?post=331"}],"version-history":[{"count":0,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/posts\/331\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/media\/332"}],"wp:attachment":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/media?parent=331"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/categories?post=331"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/tags?post=331"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}