ERIC Number: EJ1090554
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Positive Outcomes Increase over Time with the Implementation of a Semiflipped Teaching Model
Gorres-Martens, Brittany K.; Segovia, Angela R.; Pfefer, Mark T.
Advances in Physiology Education, v40 n1 p32-37 Mar 2016
The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8-10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model.
Descriptors: Physiology, Teaching Methods, Science Instruction, Outcomes of Education, Neurology, Student Surveys, Student Attitudes, Models, Active Learning, Assignments, Blended Learning, Graduate Students
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: email@example.com; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A