Flipped Classroom: Student Perception and Learning Outcomes
Gale, Jennifer L.
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Session presented on Monday, September 19, 2016: Purpose of Learning Strategy: Flipped Learning is an instructional methodology that inverts the traditional classroom model from an instructor-centered didactic model, to a student-centered focus. The didactic content is provided prior to class via video lectures, PowerPoints with audio content, content-rich websites and on-line discussion boards. Classroom activities involve learner-centered focus with students participating in activities that encourages content construction, student collaboration, problem solving, critical reasoning and skill development. Learning Objectives: The participant will become more familiar with Flipped Learning and how it improves ATI and exam scores within a medical/surgical classroom. Participants will recognize student's positive and negative perceptions of Flipped curriculum and suggestions for how to improve Flipped Learning from a student perspective. Instructional Setting: The setting is a senior level, first semester medical/surgical course, at a private Catholic university. Teaching Strategy: The course will utilize Flipped Learning methodology, and the constructivist theory is the foundation to examine the differences from traditional to active teaching pedagogies. Supplies Needed: Each student will require a computer with internet access. The physical arrangement of the classroom should allow students to gather in small groups to facilitate communication and collaboration. Implementation process: The study will consist of two groups of pre-licensure BSN students. The control group is a senior level medical/surgical course conducted Spring 2016 and instructed utilizing a traditional didactic model. The intervention group is a senior level medical/surgical course being conducted Fall of 2016 and utilizing a Flipped Learning model. Evaluation of Learning: Study group will consist of pre-licensure BSN students from two different semesters of the same medical/surgical course. The control group experienced the same content, exams and teaching staff, in a traditional didactic class model. The intervention group will be taught utilizing a flipped curriculum model of learning. ATI test scores and course exam scores will be compared to quantitatively evaluate significance between the two courses. A 5-point Likert scale anonymous questionnaire will evaluate student's perceptions of Flipped learning, as well as provide suggestions for improvement.