Using Flipped Classroom and Team-Based Learning Techniques to Stimulate Higher Levels of Understanding in Developmental Psychopathology

Autor/in	van Beek, Yolanda
Titel	Using Flipped Classroom and Team-Based Learning Techniques to Stimulate Higher Levels of Understanding in Developmental Psychopathology
Quelle	In: Psychology Learning and Teaching, 20 (2021) 2, S.250-260 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Beek, Yolanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725720964989
Schlagwörter	Flipped Classroom; Cooperative Learning; Psychopathology; Developmental Psychology; Instructional Effectiveness; College Students + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Kooperatives Lernen; Psychopathologie; Entwicklungspsychologie; Unterrichtserfolg; Collegestudent
Abstract	In previous years students in the advanced bachelor course Developmental Psychopathology often failed examination questions where they had to apply theoretical knowledge to realistic clinical issues. Therefore, a new teaching method was implemented to improve students' understanding. Flipped classroom (FC) and team-based learning (TBL) techniques were implemented, using six challenging authentic assignments. This study describes how these adaptations went along with student performance for three subsequent cohorts, where each cohort received more FC and TBL elements. In cohort 2 a semi-experimental design was used to study the effects of specific techniques. Moreover, it was investigated if students considered this approach useful, and whether it changed their learning strategy. Findings suggest that both FC and TBL techniques contributed to a higher level of understanding, particularly if group work took place in supervised tutorials with teacher feedback and discussion. Further research is required to investigate which specific elements were most effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01