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The “flipped classroom” (FC) as a way to increase face time for case studies and discussion
Author(s) -
DeRuisseau Lara Roberts
Publication year - 2013
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.27.1_supplement.517.19
Subject(s) - class (philosophy) , flipped classroom , mathematics education , face (sociological concept) , period (music) , medical education , psychology , computer science , medicine , linguistics , art , artificial intelligence , philosophy , aesthetics
The FC was initiated in an undergraduate Anatomy and Physiology course (54 students). Traditional lecture content was delivered via short (~20 min) e‐lectures using screen capture software (Camtasia and Echo360 Personal) and was accompanied with Ppt slides and review questions. E‐lectures and review questions were viewed and completed outside of class. The first 20 min of class was devoted to student discussion of review questions with their permanent teams; which were formed during the first week of the course. Students had the option to edit review answers prior to submitting the assignment for a participation grade. During the editing process the instructor answered individual team questions about the material. After the review question/edit period the instructor addressed the entire class while answering specific questions from students and further emphasizing more difficult concepts. On designated days, a case study was performed that helped with the integration of previously covered material. Answers to the case were completed and the following class period was used to review the case in detail. Five cases were utilized throughout the semester. The FC allowed ample time to complete case studies and address student misconceptions. The mean score for the first exam using the FC was higher than previous years (79.2 vs 74.3; p<0.01) suggesting increased student performance with this method of instruction.