Dataset Information

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.

ABSTRACT:

Background

During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education.

Methods

We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis.

Results

When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students' technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors' real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4).

Conclusions

Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment.

SUBMITTER: Lo CK

PROVIDER: S-EPMC9559249 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature

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Publications

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.

Lo Chung Kwan CK Hew Khe Foon KF

BMC medical education 20221013 1

<h4>Background</h4>During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education.<h4>Methods</h4>We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevan ...[more]

PMID: 36229820

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Project description:Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users' experience and the unique set of challenges that this mode of education brings. Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant's compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

Dataset Information

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.

Background

Methods

Results

Conclusions

Publications

Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.

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