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ERIC Number: EJ1099514
Record Type: Journal
Publication Date: 2016-Jun
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
Curriculum Design of a Flipped Classroom to Enhance Haematology Learning
Porcaro, Pauline A.; Jackson, Denise E.; McLaughlin, Patricia M.; O'Malley, Cindy J.
Journal of Science Education and Technology, v25 n3 p345-357 Jun 2016
A common trend in higher education is the "flipped" classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology "major" class and the students' attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48% in the traditional class to 56-65% in the flipped classroom approach. The majority of students (93 and 89%) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93%) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71%). The majority of students recommended that this approach be repeated the following year (69 and 75%).
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A