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The Improvisation of Flipped Teaching Methodology and Student Performance
Author(s) -
Ruholl Hannah Olivia,
Fentem Andrea,
Gopalan Chaya
Publication year - 2019
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.2019.33.1_supplement.598.8
Subject(s) - flipped classroom , session (web analytics) , class (philosophy) , improvisation , mathematics education , teaching method , computer science , medical education , psychology , medicine , art , visual arts , world wide web , artificial intelligence
Flipped teaching (FT) has gained educators' attention in recent years as a promising teaching strategy designed to increase student engagement in the classroom. We compared two modes of FT with that of traditional (lecture style) teaching (TT) in an undergraduate course titled Biology of Cardiovascular and Metabolic Diseases (KIN412). Scores from major exams were compared between four teaching formats: a TT format, a FT format with three in‐class sessions per week (FT3X), a FT format with two in‐class sessions and one session as dedicated preparation time (FT1X), and FT1X but with a focus on retrieval practice (FT1X‐RP). The average exam grade in the TT was 70.13 percent, 74.89 percent in FT3X, 75.37 percent in FT1X, and 74.45 percent in FT1X‐RP. Students reported that FT3X was difficult for them due to the increased time demand. All three flipped teaching approaches were significantly better than the traditional face‐to‐face teaching. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .