Search

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The outbreak of the COVID-19 pandemic prompted schools and universities worldwide to switch to the online delivery of instructional activities. The use of fully online flipped learning correspondingly increased. This review identifies the challenges to this instructional approach and the elements required for effective course design and implementation across studies during the first two years of the pandemic (i.e. 2020–2021). The aim of this review is to draw on the experience gained through pandemic-led passive practices to establish a foundation for active instructional improvement. In the included articles (N = 70), new challenges (e.g. students' poor in-class participation, instructors' inability to observe students on-screen, and the lack of tangible hands-on practice) emerged when offering flipped courses remotely online. Using the identified course-design elements, this review proposes a RAISE design framework which can inform future practice in five aspects: Resources (e.g. providing instructional videos), Activities (e.g. stressing the application of knowledge and skills), Institutional facilitation (e.g. allocating budgets for educational technology), Support (e.g. employing online tools for student response and collaboration), and Evaluation (e.g. providing formative assessment and instructor feedback). This instructional approach can serve as an alternative to offering quality education independent of locations or during interruptions of campus operations. [ABSTRACT FROM AUTHOR]

Introduction: Teaching methodologies promoting active learning result in higher-order knowledge application, a desirable outcome in health disciplines like Physiology. Flipped-classroom (FC) promotes active learning and engagement in the classroom. Although specialized research keeps accumulating, the advantages of FC for improving academic outcome and ultimately patient care remain controversial and open to further analysis.Objective: This study evaluates the benefits of applying FC to the Neurophysiology module of a Human Physiology course.Methods:We compare final grades of students exposed to standard lecturing (five-years) vs. FC (six-years), and study the FC impact on student motivation, study time and rewards. Differing from conventional FC, we performed no pre-class/in-class assessments, relying on the students’ internal motivation to experience our FC model. A printed student workbook was designed as pre-class material for each session. Reading times respect the expected daily study time of students in our system.Results and discussion: Concerning academic performance, our long-term study reports a significant increase in average scores for FC groups. Overall, students get better scores in multiple choice tests than in problem-solving questions. A more detailed analysis uncovers that our FC model helps students to obtain better scores, reducing variability in performance due to assessment methods. Based on our open-ended survey questions, most students rate the FC environment and in-class activities positively and perceive a positive effect of FC on teachers’ performance. An objective automatic Sentiment analysis of open-ended answers reveals that FC is positively appreciated by students, associating positive perceptions to their understanding of physiological concepts, and negative evaluations to their time management.

The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015–2016 academic year to 2022–2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: “student characteristics”, “teacher characteristics”, “implementation”, “task characteristics”, “out-of-class activities” and “in-class activities”—factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.

Rapid technological progress has placed significant pressure on the younger generation to stay updated with the latest advancements in the field of medical sciences. In response, educators must adapt creative teaching methods to equip this generation for forthcoming challenges, especially considering the decreasing duration of training periods. An innovative approach, such as the Flipped Classroom or Inverted Classroom, emerges as a solution to empower learners by fostering critical thinking abilities and enabling effective absorption of extensive information through active learning. This entails students engaging with reading and comprehension tasks at home, while classroom time is dedicated to more advanced learning aspects like analysis, evaluation, and practical application of foundational knowledge. The objective of this review article is to provide educators with guidance on implementing the flipped classroom concept within their teaching arsenal, utilizing keywords such as alternative learning strategies, innovation, inverted classroom, pedagogy, and teaching methodology. [ABSTRACT FROM AUTHOR]

Resumen: Introducción: la retención de información a largo plazo, en función de la carga cognitiva derivada del diseño instruccional para la entrega de información es poco conocida. El objetivo de este estudio es comparar la magnitud de 3 tipos de carga cognitiva (intrínseca, extraña y relacional) y la retención de información generada por 2 formatos de video utilizados en el componente virtual de un aula invertida: convencional (diapositivas en Power Point, Microsoft Corp) y no convencional (Lightboard). Métodos: en este estudio experimental, 320 estudiantes de Medicina fueron asignados aleatoriamente a uno de los 2 formatos. La carga cognitiva fue evaluada al finalizar la intervención mediante cuestionarios validados. La retención de información inmediata, y a los 3 y 6 meses fue evaluada mediante exámenes de selección múltiple. Resultados: la carga relacional generada por el formato no convencional fue significativamente superior (p < 0,05). No se identificaron diferencias en la carga global, intrínseca y extraña. La retención de información fue superior al tercer mes con el formato convencional, pero no demostró diferencias significativas al sexto mes de seguimiento. Conclusiones: la magnitud de los 3 tipos de carga cognitiva y la retención de información al interactuar con información en formato de video convencional y no convencional es similar. Abstract: Introduction: Long-term information retrieval, based on the cognitive load derived from the instructional design for the delivery of information, is poorly understood. This study aims to compare the magnitude of three types of cognitive load (intrinsic, extraneous, and germane) and the retention of information generated by two video formats used in the virtual component of an inverted classroom: conventional (PowerPoint slides, Microsoft Corp) and non-conventional (Lightboard). Methods: In this experimental study, 320 medical students were randomly assigned to one of the two formats. Cognitive load was evaluated at the end of the intervention using validated questionnaires. Immediate retention of information and retention at three and six months was assessed through multiple choice questions. Results: The germane load generated by the non-conventional format was significantly higher (p < 0.05). No differences were identified in overall, intrinsic, and extraneous load. Information retrieval was higher in the third month with the conventional format, but not differences were identified at the sixth month of follow-up. Conclusions: The magnitude of the three types of cognitive load and the retention of information is similar when students interact with conventional and non-conventional formats for presenting information.

The inverted classroom or Flipped classroom is a methodology that allows the student to obtain information in a time and place that does not require the presence of the teacher, thus changing their traditional roles. The objective was to evaluate the impact of the implementation of the Flipped classroom as a teaching method for cognitive development in topic 3 of the chemical subject for Mechanical Engineering, at the Universidad de Oriente. The methodology was applied to 138 students in the 2021 and 2022 courses. Digital folders of topic 3 of the subject were prepared, containing videos obtained from YouTube, as well as orientation guides and other didactic materials made by the group of teachers. The techniques used were observation and survey. The results showed that the students were better prepared in the classes, more motivated with this learning methodology and they proposed to extend it to the other topics of the subject. The teaching results of topic 3 were better, compared to topics 1 and 2, in which the proposal was not applied. It is concluded that the methodology allows a greater acquisition of knowledge and encourages students to self-manage their learning and values such as responsibility. [ABSTRACT FROM AUTHOR]

Abstract Background During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. Methods We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. Results When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students’ technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors’ real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). Conclusions Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment.

This study aims to determine the effectiveness of flipped classrooms in science education through the use of systematic review and meta-analysis. A total of 64 studies were analyzed by scanning the following databases: Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO). Of the studies analyzed, 18 were selected for meta-analysis. Since the first study publication in 2013, the use of flipped classroom method in science education has since become prevalent. This study reveals that quantitative approaches were used as a principal research method, university students were preferred as primary participants, and that the studies reviewed mainly examined classrooms in the context of chemistry courses. As a result of meta-analysis, a meaningful effect size pertaining to student achievement was revealed, which showed favor towards the use of flipped classrooms (Hedges' g = 0.625, 95% CI [0.342, 0.908], p < 0.001). [ABSTRACT FROM AUTHOR]

The purpose of the study is to consider the possibility of using the “Inverted Classroom” technology in teaching senior schoolchildren a foreign language. The article considers the advantages of distance learning and the choice of technology “Inverted classroom” in the remote form of teaching English. The positive aspects of the use of this form of education for both the student and the teacher are noted. The scientific novelty of the research lies in the theoretical and practical justification of the benefits of using the “Inverted classroom” technology for distance learning and the ability to easily adapt our school study-guides within this technology. The change in the role of the teacher and students is practically shown. The results of the survey showed the inherent importance of distance learning and the correctness of using the “Inverted classroom” technology in this learning format.

In Ecuador, the Mathematics subject is usually described as a difficult and less pleasant subject, due to the traditional teaching methods and strategies used by some teachers, as the main factors that affect demotivation, acquisition of research skills and low academic performance of the students. This work aims to design the smart flipped classroom as an emerging didactic strategy to improve the teaching and learning of Mathematics. The methodology used is bibliographical and documentary of a qualitative nature, with the main result being the intelligent flipped classroom strategy as a novel and attractive teaching and learning alternative that awakens motivation and causes the student to assume a more active role in learning where the teacher is a guide, mediator and companion in the construction of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of organic chemistry has been presented in an unattractive way for students, so a didactic proposal based on the inverted classroom was proposed and work was carried out with 132 high school students from the UNAM. The proposal promoted autonomy, facilitated the consolidation of learning and made the study of chemistry more attractive. [ABSTRACT FROM AUTHOR]

The flipped classroom is an emerging strategy for the delivery of technical threshold content within tertiary engineering programs. In this study, we measure the effect that the approach has on the immediate and ongoing academic success of four cohorts of engineering dynamics students in New Zealand. Two cohorts (N = 865) received traditional lectures and two cohorts (N = 123) received a flipped classroom delivery. Both the Wilcoxon ranksum and the Kolmogorov–Smirnov tests noted a lack of significant contrasts across the performance in the first year dynamics class due to the teaching approach used (p > 0.05). In a follow-on dynamics class, N = 303 students previously undertook traditional lectures and N = 35 previously undertook flipped classrooms. When follow-on marks were compared across groups, there were no statistically significant differences observed across those that took the foundational class via traditional or flipped teaching approaches. This outcome implies that the flipped approach has a negligible effect on student academic achievement. However, these outcomes must be considered in context of the qualitative benefits of the flipped classroom approach. [ABSTRACT FROM AUTHOR]

Online instruction through a flipped classroom approach has continued to gain popularity in recent years. Engaging learners’ attention in achieving learning outcomes while embracing the flexibility of online learning via flipped classrooms remains an essential topic among educators, educational institutions, and society. Studies have found that students equipped with self-regulated learning strategies thrive in such learning environments. The present study describes and analyses the state of research in self-regulated learning strategies and their association with the flipped classroom based on the review of articles published in Q1 and Q2 journals from 2016 to the middle of 2021. The instructions in PRISMA guided the development of systematic review protocols. Thirty-two scientific texts from four search databases, Science Direct, Scopus, ERIC, and ProQuest, were reviewed. The key findings present the effects of self-regulation on academic and non-academic outcomes and the factors that influenced the outcomes. The findings also revealed six preferred methods to measure self-regulated learning in a flipped classroom, specifically through self-report questionnaires, as the most preferred approach, followed by learning analytics, interviews, think-aloud protocols, reflective documents, and observation. Furthermore, the potential future areas of study are detailed as prospect references. In conclusion, it is highly recommended for educators and future studies to integrate the essential characteristics of flipped learning as pointed out by the four pillars (F-L-I-P): flexible environment, learning culture, intentional content, and professional educator. Ultimately, this justifies the successful integration of the flipped classroom into learning and facilitates the development of self-regulated learning strategies.

Abstract Background In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. Methods In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. Results Students’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p

In the continuity of a subsequent research work relating to hybrid teaching in FLE license, the present article attempts to remedy the shortcomings encountered, case of the University of Bejaia, Algeria. The latter is based on the principle of the flipped classroom. Its main purpose is to focus on course models and activities to be worked on in continuity (online and face-to-face) and takes a great interest in the knowledge taught and its acquisition on the methodological and linguistic level within the framework of a formative evaluation.

Background: During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. Methods: We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. Results: When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students' technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors' real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). Conclusions: Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment. [ABSTRACT FROM AUTHOR]

A documentary review was carried out on the production and publication of research papers concerning the study of the variables Inverted Classroom and Teaching-Learning Process. The bibliometric analysis proposed in this paper was to know the main characteristics of the volume of publications registered in the Scopus database during 2017-2021, identifying 31 publications. The information provided by the said platform was organized using table and figures, categorizing the information by Year of Publication, Country of Origin and Area of Knowledge. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that the United States, with 10 publications, was the country with the highest scientific production registered in the name of authors affiliated with institutions of that country. The area of knowledge that made the greatest contribution to the construction of bibliographic material related to the study of the proposed topic was Social Sciences, with 22 published documents. [ABSTRACT FROM AUTHOR]

Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

Flipped classroom (FC) is a widely accepted, innovative pedagogy designated to enhance students' learning by changing the paradigm of instruction. It has the potential to adapt learning to the students' needs, interests, and mutual expectations by using the advantages of both online and face-to-face learning, which strengthens the quality of the instruction. The potential of FC to foster personalized learning (PL) has become vital in education, as individuals face different possibilities and difficulties in the learning process. To date, no systematic review study has focused on the ways in which PL occurs in FCs and the role of personalized FCs in education. The present study aims to close this gap by exploring the value of flipping instruction and strategies to support PL. We searched the literature, focusing on peer-reviewed research studies published in English that focus on PL in FCs. The key results include (a) the study characteristics, (b) the approaches developed and used in FCs to enhance PL, and (c) the role of personalized FCs in teaching and learning. Overall, this systematic review study provides insight into successful FC implementations and strategies to sustain PL. [ABSTRACT FROM AUTHOR]

Introduction: In the era of changing medical education system, our teaching methods are not able to cope up with ongoing evolution of medical education. There is a definite need of introducing newer techniques of teaching-learning methods to improve the learning process to higher levels of Bloom's taxonomy. Aim: To explore the perceptions and attitudes of final year undergraduate medical students and teachers in paediatrics towards Flipped Classroom (FCR) model. Materials and Methods: The present prospective observational study was conducted at the Mahatma Gandhi Institute of Medical Sciences Sevagram, a rural tertiary care institute of central Maharashtra, India from December 2020 to November 2021. The full class strength of 100 undergraduate final year medical students and all eight faculty members participated to conduct FCR sessions on Paediatric infectious diseases. Prereading study material in the form of videos and reading materials was provided for asynchronous learning, while classroom time was spent on solving problem-based questions based on "think-pair-share" with the faculty as facilitators. Student and faculty feedback was recorded via a five-point Likert's scale. Consequently, small-group discussions were carried out to know the students' reflections. The data was analysed using Statistical Package for the Social Sciences (SPSS) version 21.0 software. Results: The students showed overall encouraging response to the flipped classroom method with active participation. Eighty two students (82%) were happy about the content of the reading material and time spent on preclass activity. More than 75% of students agreed it to be more interactive with peers and teachers and that it enhanced active learning with development of interest in the given subjects. Seventy-five students (75%) gave positive responses towards the utility of flipped model for future classes as it helped in self-directed learning. The faculty members also enjoyed this activity, though they found it time-consuming. Conclusion: FCR is an effective way to motivate and enhance active and self-directed learning. Unlike didactic lectures, it helps the students in conceptual understanding of the subject and makes the teaching-learning experience enjoyable. [ABSTRACT FROM AUTHOR]

On‐site teaching at Ulm University was restricted in the summer semester (SS) 2020 due to the Corona pandemic. The biochemistry seminar "From gene to protein" in the 2nd preclinical semester, which had been successfully conducted as an Inverted Classroom (IC), had to be changed to an online concept. The aim of this study was to analyze the concept conversion in terms of students' satisfaction and knowledge acquisition. In the seminar, human medical students of the 2nd semester acquired biochemical and competency‐oriented learning content. In SS2019, the course was taught using the IC concept. For the conversion to the online format in the SS2020, alternative teaching materials were developed and used. Students' satisfaction was assessed by an evaluation questionnaire and knowledge acquisition was tested by a written biochemistry exam. For both teaching concepts a high level of satisfaction was detected. Individual evaluation criteria were evaluated similarly by the students for both concepts. The online concept led up to significantly higher biochemistry exam scores. Due to the high levels of students' satisfaction in both concepts and the results of the biochemistry exam, it can be concluded that online teaching offers a suitable substitute. Based on these results, it is worth to undertake further research on digitization of studies. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In the era of changing medical education system, our teaching methods are not able to cope up with ongoing evolution of medical education. There is a definite need of introducing newer techniques of teaching-learning methods to improve the learning process to higher levels of Bloom’s taxonomy. Aim: To explore the perceptions and attitudes of final year undergraduate medical students and teachers in paediatrics towards Flipped Classroom (FCR) model. Materials and Methods: The present prospective observational study was conducted at the Mahatma Gandhi Institute of Medical Sciences Sevagram, a rural tertiary care institute of central Maharashtra, India from December 2020 to November 2021. The full class strength of 100 undergraduate final year medical students and all eight faculty members participated to conduct FCR sessions on Paediatric infectious diseases. Prereading study material in the form of videos and reading materials was provided for asynchronous learning, while classroom time was spent on solving problem-based questions based on “think-pair-share” with the faculty as facilitators. Student and faculty feedback was recorded via a five-point Likert’s scale. Consequently, small-group discussions were carried out to know the students’ reflections. The data was analysed using Statistical Package for the Social Sciences (SPSS) version 21.0 software. Results: The students showed overall encouraging response to the flipped classroom method with active participation. Eighty two students (82%) were happy about the content of the reading material and time spent on preclass activity. More than 75% of students agreed it to be more interactive with peers and teachers and that it enhanced active learning with development of interest in the given subjects. Seventy-five students (75%) gave positive responses towards the utility of flipped model for future classes as it helped in self directed learning. The faculty members also enjoyed this activity, though they found it time-consuming. Conclusion: FCR is an effective way to motivate and enhance active and self-directed learning. Unlike didactic lectures, it helps the students in conceptual understanding of the subject and makes the teaching-learning experience enjoyable.

This study explored the application of a model for teaching tooth wear diagnosis, risk assessment, and treatment decisions to undergraduates at the UCLouvain, Belgium, based on an inverted classroom combined with case presentations. The aim was to explain its implementation and assess improvement in learning, engagement, and satisfaction. The hypothesis tested was that this model would enhance students' performance. This controlled clinical trial included 29 dental students in the test group and 30 in the control group. All students received instructions and pre-class material for reading via e-mail 2 weeks prior to class time (T0). The test group included students attending the class time (attendance was not obligatory). The control group consisted of students only attending the preclinical training (attendance was obligatory). Both groups assessed three case presentations with no, moderate, and severe erosive tooth wear. The test group assessed the cases at the beginning of the class time (T1). One week later, at the beginning of the preclinical training, the students of the control group assessed the case presentations (T2). In parallel, to measure the contribution of the class time to students' performance, the test group reassessed the cases (T2). This was followed by discussion of each case in which the lecturer presented the benchmark assessments. Students' perception of their learning experience was recorded. The generalized linear mixed regression model showed that for the overall assessments of cases, students in the control group were significantly less likely to agree with the benchmark than students in the test group (OR = 0.62; p = 0.006). Students' satisfaction was higher in the test group than in the control group but only significantly regarding the quality of the cases presentations (Fisher test p < 0.01). The class time contributed significantly to students' improvement in learning in the test group (liner mixed model; p < 0.01). In conclusion, the model applied improved significantly in performance, learning, and to some extent satisfaction. However, the motivation strategy applied resulted in only half of the students adhering/engaging to the complete interactive model of teaching. Further motivation strategies should be implemented to make the complete model more widely accepted by students. [ABSTRACT FROM AUTHOR]

The objective of the study was to identify the impact of B-Learning supported by the Flipped Classroom on the learning and development of competencies, carried out in an academic program of a university institution in Colombia. A quantitative approach was adopted, with a descriptive scope and a non-experimental design. The study was carried out with 40 students during the first semester of 2022, to analyze and compare their performance in a virtual platform and their percentage evaluations in a pretest and post-test, through the calculation of Hake's learning gain. As the main result, the role of the teacher as a facilitator and guide is evidenced, and the student's participation in teamwork. It is concluded that the use of B-Learning supported by the Flipped Classroom is a viable alternative to apply in higher education subjects because it strengthens learning and develops various competencies in students. [ABSTRACT FROM AUTHOR]

Recently, the flipped learning approach has been widely endorsed as an effective active learning alternative that responds to some of today's educational challenges, such as learner engagement. Flipped learning is a movement coping with the global rise of hybrid and digital learning, not just a teaching model. Although this review covers studies published before the Covid-19 pandemic, the findings of this review were analyzed during the lockdown witnessing the escalation of digital approaches. This review systematically revealed patterns, trends, conceptions, and practices in research into the flipped approach in higher education published from (2010-2019). It employed a descriptive analysis of 169 empirical studies in three highly indexed databases while focusing on authorship, subjective definitions, methods, theoretical frameworks, the role of media, and video in practice. Accordingly, the review provides an exhaustive summary of studies capturing the evolution of the flipped approach not restricted to a specific subject area or a study group. The findings revealed that the disciplines of education and medicine led the flip research. While the faculty was almost silent, students were the prominent participants in the investigation. Most studies employed the mixed-method research design, while they didn't employ a theory to guide the research. Furthermore, this review recommends using enhanced classification frameworks to contextually define key concepts addressing the gap of a unified framework defining this tangled and rich approach. Finally, this review suggests a better understanding of the flipped approach focusing on its value more than its modality. [ABSTRACT FROM AUTHOR]

Flipped Classroom (FC) Model is an approach based on learning the simple and theoretical parts of a subject in extracurricular time through educational technologies and performing higher-level studies during class time. With the development and spread of educational technologies, the interest in the FC Model has increased. In the present study we aimed to reveal the historical development of the FC Model, which is a current teaching model, and what kind of uses it has as a concept. The findings, which were put forward in line with this purpose, were reached by the document analysis method. With reference to the results of the research, although the ideas and practices that paved the way for the emergence of the FC Model are older, it could be said that the approach was expressed as a concept in its present form in 2000. In addition, it was revealed that the interest in the FC Model continued to increase over the years and it was expressed with several concepts. As a result of the investigation, it was determined that flipped classroom was the one used most among these concepts. Based on the results of the study certain suggestions were made. It is expected that this research will contribute to the field in terms of revealing the historical development of the FC Model and the concepts in which the concept of FC is used in the literature. [ABSTRACT FROM AUTHOR]

Background and teaching situation: The SARS-CoV-2 pandemic had a substantial didactic impact on medical teaching. In Erlangen, the lecture "General Practice" was offered asynchronously and digitally in an inverted-classroom concept. Contents were available via a learning platform. The lecture was presented using annotated videos, consolidation materials and control questions. A forum encouraged for discussions and feedback and collected in-depth aspects for a case-based video consultation. The aim of this work is to evaluate and critically examine the digital teaching concept during the SARS-CoV-2 pandemic. Methodology: Two semester cohorts evaluated the lecture. Overall impression of the lecture, didactic elements, suitability and the desired future lecture format were surveyed quantitatively. Free text answers were evaluated by means of qualitative content synthesis. Results: In terms of overall impression, the students (N=199) rated the lecture on average as "very good" (M=1.41, SD=.57). Digital methods were perceived as suitable for supporting self-study, and digital usage was rated as unproblematically (M=1.18, SD=.50). Desired future teaching formats were blended learning concepts (79.4%). Organisation, structure and content presentation were highly appreciated. The time for completing the course was perceived critically. The students urged for more practical and consolidating lecture work. Discussion and implications: The results illustrate high acceptance of digital teaching and underline the demand for future blended learning concepts. It is particularly important to better consider the students' time investment and practical relevance of digital self-learning mechanisms. [ABSTRACT FROM AUTHOR]

Background: Flipped classroom (inverted classroom) method is a learner centric approach in which the learner is provided study material beforehand, is expected to go through it and then fully participate and actively engage in the discussions. The objective of this study was to compare and evaluate flipped classroom teaching method over regular didactic lecture, for Histology for First M.B.B.S. students. Material and Methods: Total one hundred and seven Ist year medical students were involved in this study. The students were divided into two groups, Group A comprising 54 and Group B 53 students. For study group (Group A), the material related to Histology of respiratory system was given 2 days prior to the project than for control group (Group B) which was exposed to routine didactic lecture. This was followed by a practical session conducted for both the Group A and Group B with demonstration of histology slides. Performance test was conducted, results analysed. A feedback was taken using a validated questionnaire which was evaluated. Results: A statistically significant ( p value

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models. The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.

Abstract Background In recent years, technological advancement has enabled the use of blended learning approaches, including flipped classrooms. Flipped classrooms promote higher-order knowledge application – a key component of nursing education. This systematic review aims to evaluate the empirical evidence and refereed literature pertaining to the development, application and effectiveness of flipped classrooms in reference to undergraduate nursing education. Methods A PRISMA systematic review protocol was implemented to investigate the literature pertaining to the development, implementation and effectiveness of flipped classroom pedagogy in undergraduate nursing education. Seven databases (Scopus, PsycINFO, CINAHL, ERIC, MEDLINE, Cochrane, Web of Science) were utilised to survey the salient literature. Articles were appraised with respect to their level of evidence, the origin of study, study design, the aims/s of the study, and the key outcomes of the study. A qualitative synthesis was then conducted to summarise the study findings. Results The initial search identified 1263 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 27 articles were considered for the final review, most of which were conducted in the USA and South Korea. A range of research designs were applied to measure or discuss the outcomes and design features of the flipped classroom pedagogy when applied to undergraduate nursing education. The review indicated that a common operational flipped classroom model involves three key components, namely pre-classroom activities, in-classroom activities and post-classroom activities, guided by two instructional system design principles. The review predominantly identified positive learning outcomes among undergraduate nursing students, after experiencing the flipped classroom, in terms of skills, knowledge and attitudes. However, a few studies reported contrasting findings, possibly due to the incompatibility of the flipped classroom pedagogy with the traditional learning culture. Conclusions Current evidence in this systematic review suggests that incorporating the flipped classroom pedagogy could yield positive educational outcomes in undergraduate nursing education. There are promising pedagogical models available for adapting or developing the flipped classroom pedagogy in undergraduate nursing education.

The purpose of this article was to identify the use of learning analysis within the classroom invested in recent years in order to reach an updated state of the matter. Therefore, a sequential explanatory design was developed, characterized by a first stage, in which qualitative data are collected and examined. To comply with the foregoing, a systematic review of the scientific literature is carried out. The review process took place between October and December 2020 and January 2021. It used four electronic databases: Scopus, Pro Quest, EBSCO Host and Google Scholar, and was developed in four phases. Thus, the review carried out has a detailed analysis in terms of quality, quantity and consistency of the research results, following the structure of recommended items for systematic reviews and metadata of PRISMA. In conclusion, it is recognized that master classes should not disappear, especially in qualifications that require it, but should be complemented by active teaching strategies that promote meaningful learning of knowledge. Beyond the simple technological incorporation in the classrooms of university institutions, the fundamental debate lies in finding a true methodological renewal and an educational transformation that allows us to live up to the circumstances of today’s society. Thus, the FC is considered a dynamic, flexible and adaptable educational resource, which requires compliance with general guidelines. [ABSTRACT FROM AUTHOR]

Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)