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Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353080/ https://www.ncbi.nlm.nih.gov/pubmed/25699543 http://dx.doi.org/10.1187/cbe.14-08-0129 |
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author | Jensen, Jamie L. Kummer, Tyler A. Godoy, Patricia D. d. M. |
author_facet | Jensen, Jamie L. Kummer, Tyler A. Godoy, Patricia D. d. M. |
author_sort | Jensen, Jamie L. |
collection | PubMed |
description | The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. |
format | Online Article Text |
id | pubmed-4353080 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-43530802015-04-07 Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning Jensen, Jamie L. Kummer, Tyler A. Godoy, Patricia D. d. M. CBE Life Sci Educ Articles The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. American Society for Cell Biology 2015-03-02 /pmc/articles/PMC4353080/ /pubmed/25699543 http://dx.doi.org/10.1187/cbe.14-08-0129 Text en © 2015 J. L. Jensen et al.CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | Articles Jensen, Jamie L. Kummer, Tyler A. Godoy, Patricia D. d. M. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title | Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title_full | Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title_fullStr | Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title_full_unstemmed | Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title_short | Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning |
title_sort | improvements from a flipped classroom may simply be the fruits of active learning |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353080/ https://www.ncbi.nlm.nih.gov/pubmed/25699543 http://dx.doi.org/10.1187/cbe.14-08-0129 |
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