User:Michchristian/sandbox

Student Perception Regarding Flipped Classroom
Students may be more likely to favor the Flipped Classroom approach once they have taken the time to personally participate in this specific type of learning course. In a prior pharmaceutics course, for instance, a mere 34.6% of the 22 students initially preferred the Flipped Classroom setting. After all of the students had participated in the Pharmaceutical Flipped Classroom course, the number of those favoring this method of learning increased significantly, reaching a total of 89.5%. Individuals interested in a more problem-solving, hands-on form of learning are more likely to benefit from Flipped Classroom, as it sways from a traditional lecture learning style. Students may initially have certain doubts or fears regarding the use of Flipped Classroom, including:


 * The fear of having to "teach oneself", as in, having a lack of proper guidance from a designated instructor, leading to greater pressure on the student to study the content rigorously in order to perform well in the course
 * Obtaining a greater amount of academic work in order to achieve success within the course, as a result of minimal guidance from an instructor
 * The fear of obtaining a greater sense of confusion on topics discussed, which may correlate to the heavy focus on group discussion and problem-solving activities that Flipped Classroom encourages

Flipped Classroom is composed of various components, such as (this information only represents a few examples):


 * 1) video collections
 * 2) powerpoints
 * 3) student discussion
 * 4) teacher/student online communication

It has been determined, through several conducted experiments, that certain aspects of the Flipped Classroom approach are more beneficial to students than others. For instance, in a study conducted on the feedback received from students who had participated in a Flipped Classroom teaching module for college English reading, the following results were derived:


 * 92.59% of the students ultimately accepted the Flipped Classroom teaching module in general
 * 59.26% of the students accepted the "video form" of the teaching module, essentially provided as a resource for the course
 * 100.00% of the students believed that the "learning guide" link provided in the teaching module was necessary for performing well in the course

From these specific statistics, it can be determined that students felt that their experience within the Flipped Classroom was greatly benefitted by certain aspects of the course (such as the learning guide provided), while other portions of the module may have been unnecessary or insignificant to their learning (such as the video form of the module).

Examples of Flipped Classrooms:

 * Medical Classroom: In multiple classrooms, short videos about the current medical topic, rheumatology, that was being taught in the class were created and uploaded to youtube or emailed to students for a medical class. The students were to watch the videos before attending lecture. The lecture class was then used to focus on application of the material learned in the videos through case studies and activities in order to give students a more interactive type of learning in the classroom. In order to enforce the use of videos for pre-lecture, students were asked to take a quiz or complete a homework assignment and turn it in before class.
 * College English Reading: The flipped classroom method of teaching was implemented in an English reading course for 16 weeks per semester. Teaching through audio outside of the classroom was utilized through videos paired with information slides. Online resources were also supplied. The videos supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class. A study-guide was provided for each video so that students could come prepared to class. Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests in order to assess a student's understanding of video material.
 * Physics: In one instance, the flipped classroom technique was implemented in a physics classroom. The pre-Lecture videos were not made specifically by the teacher, but instead they were downloaded from other databases like Ted, Youtube, and Khan Academy. Before class, students were supposed to watch the video lecture, take a quiz, and write down any questions they had. During class, the information in the videos was applied to questions through group/discussion activities and hands-on simulations. Students were also encouraged to attend other public lectures about soil physics to gain more information.
 * Chemistry: In a chemistry class, pre-lecture materials were distributed through Moodle and Youtube. In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, order and technique were implemented. Study materials for tests were administered through the videos in order to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for chromatography and electrophoresis, but the traditional classroom teaching method was used for the topics of absorbance and emission and spectroscopy. The lecture videos went over the theory, instrumentation and explanation of the flipped topics. Administered exams for the flipped topics were then based more on what was done in class than the lecture videos.

Potential Benefits of Flipped Classroom
There are various benefits attributed to the idea of utilizing the Flipped Classroom approach, some including:


 * 1) A college reading empirical study identifies Flipped Classroom's approach at including all forms of learning (i.e. oral, visual, listening, hands on, problem solving, etc.).
 * 2) Rather than learning in a traditional classroom setting, Flipped Classroom uses a more application-based approach for students (i.e. hands on and problem solving activities).
 * 3) The accessibility of Flipped Classroom is extremely convenient, especially for students that would face difficulties in traveling to the physical classroom. Such students would still have the foundational information of the course at hand via online.
 * 4) Communication is greatly emphasized in a Flipped Classroom setting, essentially referring to: student-student and student-teacher interactions.
 * 5) Flipped Classroom utilizes a student-centered teaching modeled in order to ensure that the course is primarily aimed at contributing to the student's overall success in obtaining a proper, effective education.
 * 6) Essentially avoids the overarching idea of "cramming" for exams and forgetting the information post-examination, as it encourages students to understand the underlying rationale behind the information provided being provided to them.
 * 7) Students must account for the responsibilities given to them in regards to learning the foundational information provided, as their personal work and contribution will be reflected in the grade that they receive at the end of the course. This will, in turn, make them better prepared for future, more difficult courses.