Positive outcomes increase over time with the implementation of a semiflipped teaching model
| Autor: | Mark T. Pfefer, Angela R. Segovia, Brittany K. Gorres-Martens |
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| Rok vydání: | 2016 |
| Předmět: |
Male
Models Educational Students Health Occupations Time Factors Physiology Teaching method Neurophysiology Flipped classroom Education 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Humans Active listening 030212 general & internal medicine Class (computer programming) 05 social sciences 050301 education Problem-Based Learning General Medicine Chiropractic Term (time) Blended learning Problem-based learning Active learning Female Psychology 0503 education |
| Zdroj: | Advances in Physiology Education. 40:32-37 |
| ISSN: | 1522-1229 1043-4046 |
| Popis: | The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8–10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model. |
| Databáze: | OpenAIRE |
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