Developing Student Understanding of Calculus Concepts through Flipped Classroom

Background: Anatomy education has traditionally relied on didactic lectures, but innovative approaches such as the flipped classroom are increasingly being explored to promote active learning, engagement, and deeper understanding. Objective: To evaluate the effectiveness of the flipped classroom compared to traditional lectures in teaching histology to first-year MBBS students. Methods: A quasi-experimental crossover study was conducted among 150 first-year MBBS students. Two histology topics (stomach and small intestine) were taught using the flipped classroom and didactic lecture methods. Pre-test, mid-test, and post-test scores were recorded using multiple-choice questionnaires. Group A initially underwent flipped classroom teaching, and Group B didactic lectures for Topic 1, followed by crossover for Topic 2. Statistical analysis was performed using paired and independent t-tests. Results: The participants comprised 150 first-year MBBS students (52% female; mean age 19.4 ± 0.8 years). Both teaching methods significantly improved student performance. Didactic lectures showed greater short-term gains (mean post-test = 9.48 ± 1.33 vs. 8.92 ± 1.73; p < 0.05). The flipped classroom group demonstrated a steady incremental improvement from pre-test (6.98 ± 1.94) to mid-test (7.25 ± 2.17) and post-test (8.92 ± 1.73), confirming progressive learning and retention (p < 0.001). Conclusion: Didactic lectures remain effective for achieving rapid short-term learning gains, whereas the flipped classroom fosters gradual improvement, learner autonomy, and deeper engagement. Recommendations: A blended, context-sensitive approach integrating both lectures and flipped classroom strategies is recommended to optimize learning outcomes in anatomy education. Future studies should assess long-term knowledge retention, adaptability, and the role of technology-enabled blended models across diverse medical curricula.

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

With the development of pedagogical innovation, the flipped classroom is one of the most effective, innovative, and student-centered teaching strategies of our time that reduce the limitations of traditional transmission strategies of education. In the flipped classroom, students accessed instructional content and course reading at home via videos, whereas class time was dedicated to interactive learning activities, problem-solving exercises, and discussions guided by the teacher. This approach shifts the typical lecture-to-homework sequence, allowing for more interactive and engaged learning in class. Our study aims to evaluate the impact of the flipped classroom on improving the comprehension of genetics and student performance. To this end, we conducted a descriptive experiment from a quantitative perspective. Two different study groups were formed: a control group following a traditional teaching approach which involved in-class lectures followed by homework assignments, and an experimental group using the flipped classroom strategy. This approach allowed us to compare the impact of the flipped classroom methodology against traditional teaching methods. The study collected pre-test and post-test data to evaluate comprehension and performance improvements. The data from this study were analyzed using descriptive statistics and t tests to compare the results of the control and experimental groups and to draw conclusions based on numerical evidence. The results show that students in the experimental group achieved better posttest scores and developed their cognitive abilities than those in the control group. The difference between the standardized learning gains of the two groups was statistically highly significant. This research demonstrates the positive effects of the flipped classroom on the development of learners' cognitive abilities, a strategy centered on learners' needs, and an appropriate integration of technologies.

استهدفت الدراسة الحالية تنمية بعض المفاهيم النحوية المرتبطة بالجملة الإسمية لدى تلاميذ الصف السادس الابتدائي وذلک باستخدام إستراتيجية الصف المعکوس، ولتحقيق ذلک أعدت الباحثة قائمة بالمفاهيم النحوية المرتبطة بالجملة الإسمية لتلاميذ الصف السادس الابتدائي، کما تم بناء اختبار لقياس المفاهيم النحوية، وطبقت الدراسة على مجموعة من تلاميذ الصف السادس الابتدائي بلغ عددهم (62) تلميذا، قسمت إلى مجموعتين: مجموعة تجريبية وعددها (31) تلميذا درست باستخدام إستراتيجية الصف المعکوس، ومجموعة ضابطة وعددها (31) تلميذا درست المفاهيم النحوية المرتبطة بالجملة الإسمية باستخدام الطريقة المعتادة في التدريس، وتم تطبيق اختبار المفاهيم النحوية على عينة الدراسة قبليا وبعديا. وتوصلت الدراسة إلى تنمية المفاهيم النحوية ککل (مفاهيم النواسخ ) لدى تلاميذ الصف السادس الابتدائي باستخدام إستراتيجية الصف المعکوس، وتنمية المفاهيم النحوية کل مفهوم على حدة، وأوصت الدراسة بضرورة تدريب معلمي اللغة العربية لتنمية مهاراتهم المهنية في استخدام إستراتيجية الصف المعکوس في تدريس المفاهيم النحوية المرتبطة بالجملة الإسمية وتنميتها. Developing some grammatical concepts related through noun sentence Among Six grade primary pupils using flipped class room BY Alaa Adel Ahmed Radwan Dr. Ali Saad Gab Allah Dr. Sayed Mohamed Senjy Abstract The aim of the present study for using Developing some grammatical concepts related through noun sentence Among grade primary pupils using flipped class room. To achieve the aim, the researcher prepared alist of grammatical concept that are required for six grade primary pupils. She also prepared grammatical concepts test. The participants of the study were group of six grade pupils (N= 62). They were divided into contral and experiment of group(each group consist of 31 students).The contral group taught by the regular method while the experimental group taught by Flipped class room Strategy. The test was applied to the participial after the treatment. The results of the study revealed that grammatical concepts were developed through using flipped class room Students. The Study recommended that its necessary to train Arabic language teachers to develop their professional skills in using flipped class room strategy.

Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study.

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

Many institutions are moving away from lecture‐based courses and are moving towards more active learning techniques. Re‐designing a course that is entirely lecture‐based to be focused on active learning can be a daunting task. One way to accomplish this is flipping a classroom by using technology to provide information outside of class time, and thus having more class time for active learning activities. An anatomy course at Tulane University for graduate and undergraduate students was completely redesigned as a flipped classroom course. Students were provided with pre‐recorded lectures and corresponding lecture documents prior to class. Students were expected to complete a homework assignment associated with the pre‐recorded lecture video before class to reinforce the information. During class, students participated in a variety of active learning activities including both individual work and group work. Video analytics were examined to see how often the students viewed the pre‐recorded videos and how early the students watched the video prior to coming to class. This presentation will discuss the steps involved in re‐designing an anatomy course to be a flipped classroom, including the challenges, time involved, strengths, and outcomes. Instructions and demonstration for creating quality pre‐recorded videos will be presented.

Background: The flipped classroom is considered an initial path to introduce blended learning; however, studies on this strategy are incipient in the discipline of Human Anatomy. Objective: To analyse the impact of the flipped classroom on the performance of Human Anatomy students in health courses and their perceptions regarding the learning process. Design: It is characterised as a mixed approach case study. Setting and Participants: Two groups of Human Anatomy students from courses in the health area of a university in the metropolitan region of Porto Alegre/RS. Data collection and analysis: Flipped classes were held, with digital hypertexts as prior material and application activities in the face-to-face stage. Data were collected by questionnaires and analysed by the scores of answers and McNemar's statistical test (quantitative) and by content analysis (qualitative). Results: The results showed statistical significance in the dichotomous questions in relation to performance. As for the perceptions, there was agreement on the aid of the flipped classroom for learning in the two groups. It was also observed that the perceptions regarding the understanding of the content became more satisfactory as the classes evolved. Conclusions: The flipped classroom was presented as a potential strategy in teaching and learning in the subject matter of human anatomy in the investigated context.

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

In the 21st century, Business Management students are becoming increasingly aware of the economic, technological, societal and global market dynamics shaping their fields. In response, educators must adapt to these evolving needs to effectively meet the demands of modern learners. Traditional teaching methods must be updated to foster the higher-order skills that are in high demand by employers. To engage students and cultivate these critical skills, a variety of pedagogical strategies are being implemented. One such strategy is the flipped classroom, which emphasizes application-based learning and active student participation, promoting higher-order thinking skills through a blended learning approach. This study seeks to assess the applicability of the flipped classroom strategy in Business Management classrooms in Bangladesh, ensuring alignment with the country's university curriculum. The research primarily draws on secondary data from various literature sources to explore both the significance and challenges of implementing the flipped classroom approach in Business Management education in Bangladesh. A critical evaluation of current practices highlights their limitations and underscores the potential of the flipped classroom in fostering higher-order thinking skills. Additionally, the study presents a lesson plan, and rubrics developed based on the flipped classroom model, informed by the existing literature. The research also identifies potential challenges to implementation and explores how the flipped classroom strategy can support the development of higher-order skills among students. It is anticipated that this study will benefit tutors, academic institutions, education policymakers and administrators in Bangladesh by offering insights and strategies to enhance the employability skills of Business Management graduates.

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom&amp;rsquo;s potential to improve student learning experiences.

In this paper we have designed flipped class room strategy for Heat Transfer course. As a first step towards flipping the class room three lessons are selected in the course. By delivering lecture content of selected topics before coming to class through videos and other media, class time is actively engaged in higher order thinking. The first step attempted is creating required Educational materials to transfer the delivery of content regarding the topics to an out of class environment. The second step is designing of active learning strategies Problem Solving, JIGSAW methods for the in class activity. Currently, limited research exists on the impact of the flipped classroom model in Engineering. A course such as Heat Transfer that involves design aspects and problem solving, requires time to teach concepts in an efficient and effective manner and can be best taught through flipped class approach. This paper would be definitely useful for all Mechanical&Chemical Engineering faculty members.

Large group teaching has always been the most popular way of teaching from past decades. It is one of the most convenient and economical ways to transfer knowledge from the content expert to the learner. Educationists have always raised concerns about active learning in this method. The use of variety of methods would be included in classroom teaching and active learning should be encouraged. The objective of this study was to investigate the impact of implementing flipped classroom with the Poll Everywhere tool on student engagement in large group teaching for active learning by students. Blended method of active learning using flipped classroom with the use of Poll Everywhere tool has been widely accepted by learners in large group teaching. Poll Everywhere tool is useful to get immediate feedback from learners which will help the teacher to focus more on the difficulty level of learners. As per the feedback given by learners during large group teaching in classroom, teaching strategies can be amended to spend more time on those areas which needs to be addressed within a time limit of lecture. Study was conducted on the undergraduate students of the second year (semester 4) from Biomedical Science Program at International Medical University, Kuala Lumpur, Malaysia, between January to June 2014. Flipped classroom was introduced to same cohort of learners who were used to attend traditional class of learning for large group of teaching. Learners were well informed in advance with prior information of teaching learning material in elearning portal of university. Students were grouped in small groups and given some questions which were answered by using the Poll Everywhere tool in smart phones. Teacher centered learning will be changed into student centered learning and focused more on difficulty area of concepts. Combination of Poll Everywhere tool with flipped classroom was well accepted by students though needs lots of planning by teacher and high speed internet in university for effective learning method.

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.