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Two Case Studies Comparing Flipped Teaching and Online Teaching with the Traditional Lecture‐based Teaching
Author(s) -
Fentem Andrea,
Beard Rachael,
Gopalan Chaya
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.773.16
Subject(s) - flipped classroom , flexibility (engineering) , class (philosophy) , popularity , mathematics education , teaching method , medical education , online teaching , psychology , computer science , medicine , mathematics , social psychology , statistics , artificial intelligence
Flipped teaching has expanded into many classrooms over the recent years due to its student‐centered focus. Similarly, online teaching has also gained popularity due to the flexibility it offers to students. In the first case study, we compared scores on exams from the traditional lecture‐based teaching method with that of a flipped teaching style in a graduate level Advanced Human Physiology (NURS514) course for the Nurse Anesthesia (CRNA) students. In the second case study, we compared scores on exams between a traditional and an online NURS514 course from the Nurse Practitioner (NP) program between two semesters. Since the exam averages were consistently high in every exam whether it was lecture‐based or flipped teaching, there was no significant difference between the two methods of teaching among the CRNA classes. However, over 80% of the CRNA students reported that they would recommend flipped teaching in the future. The NP class, on the other hand, performed significantly better in their exams in the online course compared to the face‐to‐face class (p < 0.05). The success with online student performance is partly due to the flexibility students have in pacing their learning through lecture videos instead of the continuous four‐hour weekly lectures in the face‐to‐face setting. Newer teaching methods such as flipped teaching and online class could successfully replace traditional lecture‐based courses. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .