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Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry.

ABSTRACT: In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid ("flipped") classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam across all classes; however, a significant number of students in these courses continue to struggle on both the in-class activities and final exam. The Activity Engagement Survey (AcES) was administered in the most recent course offering included in this study, and these preliminary data suggest that students who achieved lower scores on the in-class activities had lower levels of emotional and behavioral/cognitive engagement and were less likely to work in collaborative groups. In total, these findings suggest that if students can be guided to engage more successfully with the in-class activities, they are likely to be more successful in carrying out the higher order learning required on the final exam. In addition to the analyses of student performance and engagement in the in-class activities, the implementation of the flipped classroom structure and suggestions for how student engagement in higher order learning might be improved in future iterations of the class are described herein.

SUBMITTER: Holloway LR

PROVIDER: S-EPMC10867829 | biostudies-literature | 2024 Feb

REPOSITORIES: biostudies-literature

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Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry.

Holloway Lauren R LR Miller Tabitha F TF da Camara Bryce B Bogie Paul M PM Hickey Briana L BL Lopez Angie L AL Ahn Jiho J Dao Eric E Naibert Nicole N Barbera Jack J Hooley Richard J RJ Eichler Jack F JF

Journal of chemical education 20240125 2

In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid ("flipped") classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam acros ...[more]

PMID: 38370574

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Project description:IntroductionOral histopathology is a bridge course connecting oral basic medicine and clinical dentistry. However, the application of outcomes-based education via flipped classroom (FC) in oral histopathology has not been well explored. This study has assessed the efficacy of outcomes-based education via FC in undergraduate oral histopathology module learning in Nanjing Medical University of China.Materials and methodsA total of 214 third-year students were enrolled and assigned to the FC group of the batch 2022-23 (n = 110) and the traditional classroom (TC) group of the batch 2021-22 (n = 104) to participate the oral histopathology sessions respectively in the study. The FC group were required to preview the online course materials pre-class, followed by in-class quizz, in-class interactive group discussion, and slides microscopic observation. The outcomes-based formative and summative assessments for FC were designed. The TC group attended traditional laboratory class for the same glass slides microscopic observation. In addition, a questionnaire was performed to investigate the satisfaction of learning. Along with this, the performances of FC group in written theory tests and oral histopathology slide tests were compared with TC group.ResultsStudents in the FC group gained significantly final higher scores of the course than those in the TC group (score: 83.79 ± 11 vs. 76.73 ± 10.93, P<0.0001). Data from the student questionnaires indicated a preference for outcomes-based module education via FC. In the questionnaires, most students considered outcomes-based module education via FC to be beneficial to learning motivation, knowledge comprehension, critical thinking and teamwork. FC group had a higher level of satisfaction with oral histopathology teaching than TC group (satisfaction score: 4.599 ± 0.1027 vs. 4.423 ± 0.01366, P<0.01).ConclusionAn outcomes-based module education via FC has a promising effect on undergraduate oral histopathology education.

Project description:ObjectiveTo assess undergraduate nursing students' understanding of the flipped classroom model, facilitate its integration into nursing education, and support its implementation and reform.MethodsThe in-depth interview method of phenomenological research was used to interview 10 undergraduate nursing students during their course on 15 January 2024 in the classroom. The Colaizzi analysis method was employed for the data analysis.ResultsStudents' cognition of the flipped classroom model highlights three main aspects: limitations of traditional education, improved understanding of the flipped classroom despite its infrequent use in higher education, and its potential benefits, including increased learning interest, better learning outcomes, enhanced language skills, improved nursing research abilities, and stronger emotional connections between teachers and students. Challenges include increased workload, low self-discipline in self-directed learning, classroom time inefficiencies, and difficulty replacing traditional teacher-led instruction. The cognition of the flipped classroom among undergraduate nursing students can be summarised into three aspects: the restraints posed by traditional education models; the improvement in students' understanding of the flipped classroom model - although its usage in college education is still rare; and the model's potential to enhance learning interest, improve learning outcomes, foster language skills, enhance nursing research capabilities, and increase emotional interaction between teachers and students. However, several challenges persist, such as increased learning burdens, low student self-discipline in self-directed learning, substantial time wastage in class, and the difficulty of substituting traditional teacher-led instructions.ConclusionThe ongoing updates in educational models suggest that the flipped classroom model is conducive to improving learning outcomes and promoting the effective integration of theory and practice. However, further enhancements to this model are needed as it continues to be applied.

Project description:The flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology-enhanced pre-class learning to transmit knowledge, incorporating in-class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture-based (LB) learning by meta-analysis. We systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes between the FC and LB approaches in higher education were considered eligible. The main findings were pooled using a random-effects model when appropriate. Forty-six studies (9026 participants) were included, comprising four randomised controlled trials (RCTs), 19 quasi-experimental studies and 23 cohort studies. Study populations were health science (n = 32) and non health science (n = 14) students. The risk of bias was high (36/37 articles). Meta-analyses revealed that the FC had significantly better outcomes than the LB method in examination scores (post-intervention and pre-post change) and course grades, but not in objective structured clinical examination scores. Subgroup analyses showed the advantage of the FC was not observed in RCTs, non-USA countries, nursing and other health science disciplines and earlier publication years (2013 and 2014). Cumulative analysis and meta-regression suggested a tendency for progressively better outcomes by year. Outcome assessments rarely focused on behaviour change. The FC method is associated with greater academic achievement than the LB approach for higher-level learning outcomes, which has become more obvious in recent years. However, results should be interpreted with caution because of the high methodological diversity, statistical heterogeneity and risk of bias in the studies used. Future studies should have high methodological rigour, a standardised FC format and utilise assessment tools evaluating higher cognitive learning and behaviour change to further examine differences between FC and LB learning.

Project description:BackgroundCurriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience.MethodsEducational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course.ResultsThe online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them.ConclusionsFlipped classroom curricula can save time and help improving the on-site experience in practical courses especially in smaller surgical disciplines. The acceptance of digital learning is high, and most students rely on handouts for learning ORL, emphasizing the need for guidance by the teacher e.g. through electronic learning. Our results underline the high potential of FC to address teaching challenges for smaller medical disciplines with limited teaching time like ORL.

Dataset Information

Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry.

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Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry.

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