A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students

2018 ◽  
Vol 11 (6) ◽  
pp. 565-574 ◽  
Author(s):  
Leslie J. Day
Keyword(s):  
Flipped Classroom ◽  
Gross Anatomy ◽  
Higher Level Thinking ◽  
Classroom Effects ◽  
Lower Performing Students

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 274-295
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

2017 ◽  
pp. 262-288
Author(s):  
Jacqueline A. Morris ◽  
Ayles-Anne Wilson
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Caribbean Students ◽  
Higher Level Thinking ◽  
Active Learning Strategies ◽  
The Caribbean ◽  
Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

scholarly journals Erratum: Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

2018 ◽  
Vol 11 (4) ◽  
pp. 429-429
Author(s):  
Timothy R. Fleagle ◽  
Nicholas C. Borcherding ◽  
Jennie Harris ◽  
Darren S. Hoffmann
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Gross Anatomy ◽  
Human Gross Anatomy ◽  
Student Preferences ◽  
Anatomy Laboratory

Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing

2017 ◽  
Vol 50 (2) ◽  
pp. 260-284 ◽  
Author(s):  
Jeong-eun Kim ◽  
Hyunjin Park ◽  
Mijung Jang ◽  
Hosung Nam
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Processing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Classroom Effects

scholarly journals Medical Gross Anatomy for Large Classes in a ‘Flipped’ Classroom.

2015 ◽  
Vol 29 (S1) ◽  
Author(s):  
M Alex Meredith ◽  
Jeffrey Dupree ◽  
H Ruth Clemo ◽  
Melissa McGinn ◽  
David Simpson ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Gross Anatomy ◽  
Large Classes

scholarly journals Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Jody Langdon ◽  
Diana Sturges ◽  
Robert Schlote
Keyword(s):  
Research Methods ◽  
Flipped Classroom ◽  
Academic Motivation ◽  
Undergraduate Research ◽  
Science Research ◽  
Need Satisfaction ◽  
Methods Course ◽  
Exercise Science ◽  
Classroom Effects ◽  
Course Experience

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.

scholarly journals Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes

2017 ◽  
Vol 11 (4) ◽  
pp. 385-396 ◽  
Author(s):  
Timothy R. Fleagle ◽  
Nicholas C. Borcherding ◽  
Jennie Harris ◽  
Darren S. Hoffmann
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Gross Anatomy ◽  
Human Gross Anatomy ◽  
Student Preferences ◽  
Anatomy Laboratory
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