Literaturnachweis - Detailanzeige
Autor/in | Day, Leslie J. |
---|---|
Titel | A Gross Anatomy Flipped Classroom Effects Performance, Retention, and Higher-Level Thinking in Lower Performing Students |
Quelle | In: Anatomical Sciences Education, 11 (2018) 6, S.565-574 (10 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Day, Leslie J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1935-9772 |
DOI | 10.1002/ase.1772 |
Schlagwörter | Teaching Methods; Blended Learning; Anatomy; Science Instruction; Thinking Skills; Low Achievement; Physical Therapy; Doctoral Programs; Graduate Students; Retention (Psychology); Accuracy; Comparative Analysis; Grades (Scholastic); Multiple Choice Tests; Achievement Gains; Transfer of Training Teaching method; Lehrmethode; Unterrichtsmethode; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Unterdurchschnittliche Leistung; Physiotherapie; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Merkfähigkeit; Notenspiegel; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung |
Abstract | A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |