Flipped Classrooms May Improve Academic Performance and Satisfaction of Undergraduate Health Professional Students. Plain Language Summary. Education

Institution	Campbell Collaboration
Titel	Flipped Classrooms May Improve Academic Performance and Satisfaction of Undergraduate Health Professional Students. Plain Language Summary. Education
Quelle	(2023), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Flipped Classroom; Academic Achievement; Student Satisfaction; Undergraduate Students; Allied Health Occupations Education; Educational Technology; Program Effectiveness; Video Technology; Homework; In Person Learning + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Schulleistung; Unterrichtsmedien; Hausaufgabe
Abstract	Students face several challenges when learning through traditional teaching settings. They need to accumulate huge amounts of factual knowledge from the courses, and to keep up-to-date with the prolific growth in health knowledge. Lack of awareness about digital technologies and non-exposure to digital-friendly environments have made learning even more challenging. Therefore, an innovative approach to the education delivery system is needed. A flipped class includes two elements of education: (1) a recorded lecture (off-campus learning as homework); and (2) an active learning session (on-campus learning). Pre-recorded lectures are provided to the students as homework and as an aid to learning which is then interactively discussed later on campus. This review aims to explore whether there is empirical evidence that supports this method of learning for undergraduate health professional students. Do flipped classrooms improve academic performance and are students satisfied with the flipped class learning method? [This summary is based on Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19, e1339. https://doi.org/10.1002/cl2.1339.] (ERIC).
Anmerkungen	Campbell Collaboration. P.O. Box 7004, St Olavs plass N-0130 Oslo, Norway. Tel: +47- 23-25-50-00; Fax: +47-23-25-50-10; e-mail: info@c2admin.org; Web site: https://campbellcollaboration.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01