A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Autor/inn/en	Ma, Xingming; Luo, Yanping; Zhang, Lifeng; Wang, Jingqiu; Liang, Yaling; Yu, Hongjuan; Wu, Yufeng; Tan, Jiying; Cao, Mingqiang
Titel	A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China
Quelle	In: Education Sciences, 8 (2018), Artikel 45 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ma, Xingming)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Homework; Video Technology; Computer Oriented Programs; Student Motivation; Student Interests; Medical Students; Skill Development; Lecture Method; Memory; Medical Education; Teaching Methods; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Computerprogramm; Schulische Motivation; Studieninteresse; Kompetenzentwicklung; Qualifikationsentwicklung; Gedächtnis; Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students' perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September-November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students' motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students' scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students' learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01