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Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning.

Despite research indicating that active learning pedagogies that allow more student interaction in the classroom are the most effective way of teaching for comprehension and retention of material, lecture methods are still the most prominent method of teaching in schools of nursing. Although an abundance of research has explored student satisfaction and active learning methods, few studies have examined these methods to determine how they may affect scores on the NCLEX-RN and standardized predictor examinations such as Health Education Systems, Inc., and Assessment Technology Institute examinations. A comprehensive integrative review of teaching methods that used active learning and NCLEX-RN or predictor examinations identified nine publications. NCLEX-RN and standardized predictor examination scores were higher when active learning methods were used compared with classrooms that used more traditional learning methods. Moving the focus from lecture-based to student-based learning in nursing courses may be the key to increasing scores on the NCLEX-RN and other predictor examinations. [J Nurs Educ. 2019;58(1):42-46.].

Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately reignite students’ interest in STEM education. This paper reports a case study presenting the effects of simulation games on enhancing the learning experiences of civil engineering students through an intervention method. It develops a framework for enhancing learning through game-based learning. Intervention included the following two groups: a control group exposed to conventional teaching methods and an experimental group introduced to the simulation game. Following the learning sessions, a survey was conducted to gauge students’ perceptions about the proposed framework. Results indicated a strong positive response from students toward the game-based learning approach. They expressed satisfaction with its effectiveness in improving their understanding. Independent t-tests found that the mean score (4.13) for entertainment via the game exceeded that of traditional teaching methods (3.72). Furthermore, 85% of students acknowledged the game’s utility in reinforcing civil engineering concepts, compared to 67% for traditional methods. Many students suggested expanding the game to cover a wider range of topics in future versions to enable a more comprehensive learning experience.

This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on \"The Great Gatsby\" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the first time. Data was gathered as the teacher chose assignments to flip, designed activities using technology, and conducted classroom activities. Data were collected from interviews, field notes, and documents. Major findings from the study show changes in planning, technology, pedagogy, classroom discourse, time, and management.