The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

Autor/inn/en	Gopalan, Chaya; Klann, Megan C.
Titel	The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology
Quelle	In: Advances in Physiology Education, 41 (2017) 3, S.363-367 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00179.2016
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Teaching Methods; Teamwork; Assignments; Lecture Method; Comparative Analysis; Conventional Instruction; Academic Achievement; Physiology; Program Effectiveness; Student Surveys; Student Attitudes; College Students; Statistical Analysis; Grades (Scholastic); Blended Learning; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Schulleistung; Physiologie; Schülerbefragung; Schülerverhalten; Collegestudent; Statistische Analyse; Notenspiegel
Abstract	Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01