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Flipping the classroom to teach population health: Increasing the relevance
In recent years, there have been multiple calls to enhance the population health and health promotion aspects of nursing programs. Further impetus has been provided by passage of the Affordable Care Act in 2010 with its focus on prevention. The need to develop students who can critically think and apply knowledge learned is crucial to the development of nurses who can integrate and apply the concepts of population-focused practice in society and a healthcare system undergoing transformation. This coupled with the ever changing needs of learners requires a different approach to content delivery and presentation. Flipped classroom courses, with an online component, offer the flexibility and technology desired by current undergraduate students. The use of a flipped classroom approach to re-design a population health course in a Midwestern nursing program resulted in stronger course evaluations from students and reflected better student understanding of the relevance of such content in a nursing curriculum.
•We compare educational approaches to population health content for nursing students.•We evaluated student outcomes of two different educational approaches.•Flipped classroom designs are effective for delivery of population health content.•The ability to apply population health concepts is essential to nursing practice.
Journal Article
Managing and designing online courses in ubiquitous learning environments
\"This book examines the effective construction of ubiquitous learning environments and projections for the future of managing and designing ubiquitous learning environments\"-- Provided by publisher.
Book
Classroom wall color: a multiple variance analysis on social stress and concentration in learning environments
PurposeSocial stress is a psychological and biological pressure that stems from one's relationship with others in social environments, which has become the most serious humanitarian issue today. Learning environments are one of the most important environments for reducing or increasing social stress and concentration. This study aims to investigate the effect of classroom wall color on students' stress and concentration in four common types of classrooms.Design/methodology/approachThis research is a survey of 275 university students with an age range of 20–24. The methodology is a combination of quantitative and qualitative research. Data analysis was performed by multiple variance analysis and the internal reliability of the questionnaire was calculated based on Cronbach's alpha.FindingsResults show that classroom wall color has a significant effect on student stress and concentration. In class type one, wall color had an effect of 10.4% on stress and concentration; in the second type, this variable had an effect of 8.8%, also in the third type it had an effect of 7.3% and 8.8% in the fourth type.Originality/valueIt can be concluded that wall color has an effective role in understanding the level of stress and concentration of users in the classrooms, and considering this factor in designing classrooms improves students' behavior and the quality of education in learning environments.
Journal Article
How to Flip the Classroom - ＂Productive Failure or Traditional Flipped Classroom＂ Pedagogical Design?
The paper reports a quasi-experimental study comparing the ＂traditional flipped classroom＂ pedagogical design with the ＂productive failure＂ (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the ＂productive failure＂ pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as ＂productive failure-based flipped classroom＂ in this study. The study was carried out in two Grade 7 classes: one with ＂traditional flipped classroom＂ and one with the ＂productive failure-based flipped classroom＂. Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the ＂productive failure＂ condition performed better than those in traditional flipped classroom. This suggests that the ＂productive failure-based flipped classroom＂ pedagogical design may be better able to improve students' problem solving skills.
Journal Article
Transformation of classroom spaces: traditional versus active learning classroom in colleges
Educational environment influences students' learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students' learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a 'golden zone' and a 'shadow zone' in the traditional classroom, which discriminate students' learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.
Journal Article
How learning in an inverted classroom influences cooperation, innovation and task orientation
Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.
Journal Article
Using ＂First Principles of Instruction＂ to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies
Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions with videos and use class time for group discussions. But what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through two exploratory studies conducted in a Hong Kong secondary school. In Study 1, a flipped classroom Mathematics remedial approach was offered for underperforming students (n = 13) in Form 6 (Grade 12). In Study 2, high ability students (n = 24) in Form 6 participated in another flipped classroom Mathematics training approach. Both flipped classroom approaches utilized the First Principles of Instruction design theory. Paired t-test results indicated significant learning gains in both groups of students. Based on the suggestions of students and teacher as well as the existing literature, several recommendations for course planning, out-of-class learning, and in-class learning of flipped classroom are proposed.
Journal Article
Investigating the Use of the Khan Academy and Mathematics Software with a Flipped Classroom Approach in Mathematics Teaching
The purpose of this study was to determine the effect of the flipped classroom approach designed by using Khan Academy and free open source software on students' academic achievement and to examine students' views about this approach. The research was evaluated in the light of both qualitative and quantitative data. Twenty-eight students studying in the department of mathematics education in a state university in Turkey comprised the study group of the research which was conducted using a mixed methods research design. A double integral achievement test and an open-ended questionnaire about the flipped classroom approach were used as data collection tools. A Wilcoxon signed-rank test was used for the analysis of quantitative data and content analysis was used to analyse the qualitative data. According to the analysis of the research it was found that the flipped classroom approach designed with using both the Khan Academy and mathematics software increased student achievement in double integral. It was also found that this learning approach enhanced students' understanding and provided visualization in mathematics teaching. Moreover, it was revealed that this approach promoted retention and made understanding much easier.
Journal Article