scholarly journals A First-time Flipped Classroom Experience: Measure of Outcomes and Challenges

2018 ◽  
Author(s):  
Cedrick Kwuimy ◽  
Jeff Kastner ◽  
Yuan Chen
Keyword(s):  
Flipped Classroom ◽  
Classroom Experience ◽  
First Time ◽  
Experience Measure

MULTIMEDIA RESOURCES AND TOOLS FOR FLIPPED CLASSROOM. EXPERIENCE IN HIGHER EDUCATION

2016 ◽  
Author(s):  
Jesús Sergio Artal Sevil ◽  
Enrique Romero Pascual ◽  
Juan Manuel Artacho Terrer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Classroom Experience ◽  
Multimedia Resources

A FLIPPED CLASSROOM EXPERIENCE IN MANAGEMENT LEARNING

2018 ◽  
Author(s):  
Gema Calleja Sanz ◽  
Mariona Vila Bonilla ◽  
Harold Torrez Meruvia ◽  
Adriana Sauleda Palmer
Keyword(s):  
Flipped Classroom ◽  
Classroom Experience ◽  
Management Learning

Development, Implementation, and Evaluation of a Course on Chronic Disease to Enhance Critical Thinking in Health Promotion Undergraduate Students

2018 ◽  
Vol 5 (2) ◽  
pp. 117-123
Author(s):  
Aubrianne E. Rote
Keyword(s):  
Health Promotion ◽  
Chronic Disease ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Health Promotion Program ◽  
Degree Programs ◽  
Faculty Teaching ◽  
New Information ◽  
Big Picture ◽  
First Time

A key component of health promotion is disease prevention. Thus, providing students in a health promotion degree program with a foundation of knowledge on chronic disease is essential. While some health promotion degree programs require a course on chronic disease, this practice is not universal. Delivering a course on chronic disease to health promotion undergraduates presents some challenges. Often, students at this education level are experiencing this material for the first time, and faculty teaching in health promotion may not be “experts” in the pathophysiology of chronic disease. Even more challenging, the exact mechanisms of the major chronic diseases burdening society are not fully known. For these reasons, a course on chronic disease within an undergraduate health promotion program may be most beneficial when focusing on the “big picture” of disease in society while providing a foundation of knowledge of what is currently understood about the etiology and subsequent mechanisms of disease. After taking this type of course, students do not have solid, fixed answers about chronic disease mechanisms but rather, have the skill and motivation to continue seeking out new information and drawing their own conclusions. This article details the development, implementation, and evaluation of a course designed to address these challenges. This course used a “flipped” classroom design where students read recently published, “popular press” books and peer-reviewed, research articles. Class time was used to discuss these readings. Student feedback indicates that this strategy was highly successful in facilitating student engagement, learning, and enjoyment of the course.

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

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