Open AccessFlipping it online: re-imagining teaching searching for knowledge syntheses
Author(s) -
Kaitlin Fuller,
Mikaela Gray,
Glyneva Bradley-Ridout,
Erica Nekolaichuk
Publication year - 2021
Publication title -
the journal of the canadian health libraries association
Language(s) - English
Resource type - Journals
ISSN - 1708-6892
DOI - 10.29173/jchla29492
Subject(s) - flipped classroom , session (web analytics) , asynchronous communication , class (philosophy) , computer science , online learning , knowledge retention , minor (academic) , work (physics) , series (stratigraphy) , asynchronous learning , student engagement , mathematics education , multimedia , psychology , world wide web , teaching method , medical education , synchronous learning , cooperative learning , artificial intelligence , engineering , medicine , computer network , mechanical engineering , paleontology , political science , law , biology
This program description outlines our approach to re-developing our 3-part series for graduate students on comprehensive searching for knowledge syntheses from in-person to online delivery using a flipped classroom model. The re-development coincided with our library’s response to COVID-19.
Description: This series followed a flipped classroom model where participants completed asynchronous modules built on Articulate Rise 360 before attending a synchronous session. Each week of content covered unique learning objectives. Pre- and post-survey evaluations were used to examine students’ understanding of the materials.
Outcomes: 152 unique participants registered for the series across two offerings in summer 2020. We observed high engagement with pre-work modules and active participation during synchronous sessions.
Discussion: We found the flipped classroom approach to work well for our users in an online environment. Moving forward, we intend to continue with our re-developed online workshop series with minor modifications, in addition to in-person instruction.