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Exploring the Effectiveness of a Flipped Class using Game‐based Learning
Author(s) -
Klein Barbie
Publication year - 2017
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.31.1_supplement.93.2
Subject(s) - flipped classroom , class (philosophy) , mathematics education , flipped learning , curriculum , computer science , preference , reading (process) , psychology , multimedia , pedagogy , mathematics , artificial intelligence , statistics , political science , law
Flipped classes are becoming ubiquitous in education. This research reviewed current literature regarding flipped classes and investigated student perceptions and exam performance after a flipped class was incorporated into a traditional medical curriculum. Students prepared for the flipped class by viewing a podcast, reading through material, and completing an assignment. The day of the flipped class began with a Classroom Assessment Technique followed by a group activity consisting of a web‐based, interactive narrative that is crafted from the learning objectives. A final debrief summarized major concepts from the lesson and answered questions. Students completed questionnaires after the flipped class composed of a variety of ranking and open‐ended items about preparation, preference, and previous experiences with other alternative instructional methods. Opinions were mixed, with a few students stating that they enjoyed the flipped class format, a few students disliked it, and many were indifferent. Exam performance was higher for material taught through the flipped class compared to material taught through traditional lecture, however the difference was not statistically significant. This flipped class design modeled application of the material and was easily integrated to complement traditional lecturing.