Improving student learning and performance through a continuous flipped anatomy teaching model.

The flipped classroom has been widely discussed in recent years, but some important issues still need in-depth exploration, including how to increase learners’ autonomous learning motivation before the class, how to work with in-class discussion activities, and how to improve learner’s concentration on discussions and lower their learning anxieties for high-level cognitive thinking. This study integrated theories of digital game-based learning (DGBL) and flipped classrooms, proposing the mini-game-based flipped classroom (MGFC) teaching model. In this teaching model, learners used a mini-educational game developed based on cognitive theories for DGBL autonomous learning in class, and then worked with collaborative problem solving (CPS) activities to improve learning and discussions. The study involved a quasi-experiment to evaluate this teaching model. The experimental group used MGFC, while the control group used the traditional flipped classroom teaching method by watching the video first and then having group discussions. The study analyzed the differences in the learning performance and acceptance of the two groups, and analyzed gender differences. Moreover, this study used quantitative content analysis (QCA) to explore learner’s concentration on their discussion content. The results showed that the MGFC group had significantly higher scores than the control group in their learning performance and acceptance. The MGFC group also showed a high level of flow. The QCA results showed that MGFC enhanced the frequency of learner’s learning discussions and their concentration in the learning process.

English reading occupies a large proportion of English test papers, and English reading ability is crucial for college students. However, in the actual teaching process, teachers often neglect the cultivation of students' reading ability. Influenced by the new crown epidemic, various schools actively carry out online teaching. Through online teaching, we found that students' interest in English classes has significantly increased, and the flipped classroom teaching model is a teaching model that combines online and offline teaching. Therefore, this study attempted to apply the flipped classroom model to college English reading instruction to stimulate students' interest in English reading, increase students' participation in class, and improve students' ability to cooperate with each other and ultimately improve students' reading performance. In this study, independent and paired sample t-tests were conducted using SPSS on the results of two reading tests to analyze the effect of this teaching method on the reading level of college students. The data collected from the questionnaires were quantitatively analyzed to understand the changing status of college students' interest in reading and their perceptions of this instructional model. The study found that the flipped classroom can improve the reading level of college students. As for the survey of students' cultural knowledge in the classroom, 56% of them know more about it, and 44% of them have almost no relevant background knowledge. In summary, we can conclude that students do not do enough prereading before class, their participation in class is low, and they know less about the corresponding cultural background knowledge. In the process of flipped classroom teaching, teachers should focus on adapting to their role change in time and selecting high-quality resources to push to students. At the same time, they should also strengthen the cultivation of students' independent learning ability before class, improve students' initiative, communicate more with students in class, find students' problems in time and give corresponding guidance according to students' specific conditions, and pay attention to the evaluation mode after class. Finally, we give teachers and students corresponding suggestions for the problems that appear in the experimental process, so as to promote the flipped classroom teaching to better serve the college reading teaching.

One of the biggest barriers preventing teachers from utilizing the flipped classroom approach in their teaching practices is the lack of a general and practical framework for guiding the design and implementation of flipped classrooms. This leads to the fact that the effectiveness of the flipped classroom approach is unconfirmed. Building on research findings from the field of learning and instruction, this study proposed a step-by-step general model named the “O-PIRTAS” (Objective, Preparation, Instructional video, Review, Test, Activity, Summary) flipped classroom model and examined its effectiveness in promoting student learning in an undergraduate psychology course. Two classes of 101 first-year undergraduates were taught by the flipped classroom model or the traditional lecture-based approach for 16 weeks. The results supported the effectiveness of the flipped classroom model; the flipped model not only improved the students’ perceptions of the teaching quality and peer interaction engagement but also promoted their generic skills development and examination performance. Instructional implications for implementing flipped instruction are provided, and directions for future research are discussed.

The concept of ‘flipping the classroom’ is relatively recent, although elements of it have been around for many years. It is generally accepted that the ‘flipped classroom model’ consists of replacing direct instruction, or lectures, with video-clips to be watched at home, and the use of face-to-face class time for engaging students in active learning activities. This development was brought about by the enhanced and easy access to video technologies. This model was initially adopted for use in secondary education, but is now increasingly considered by teachers in higher education. However, there is both confusion and scepticism about what this concept is, and whether there are any benefits of adopting this. In this exploratory study, the main focus was on seeking to identify what staff in three institutions of higher education in New Zealand considered to be the reasons for adopting and/or for not adopting, or challenges in adopting, this model. In this article, we will report on the findings from the survey aspect of this mixed methods study. The findings suggested that amongst the respondents there were three distinct groups, 1) those who saw no value adopting a flipped classroom model, considered there was nothing wrong with lectures, and that students would unwilling to engage in a flipped model; 2) those who considered that active learning was the main idea behind the flipped model, and that this was an old idea in a new guise; and 3) those who had or would like to implement the model, but had encountered or were anticipating some issues. The findings also suggested a range of understandings of what the ‘flipped classroom’ means. This highlighted the importance to clarify in any research project and reporting exactly what is meant by ‘flipped classrooms’ in order to avoid conceptual confusion.

Flipped classroom is a new teaching model and a new direction of medical education reform. The origin, characteristics and application of flipped classroom in domestic medical education were reviewed in this paper. The problems existing in the pre-clinical practice of endodontics were also introduced. A discussion on how to construct a flipped classroom teaching model in the pre-clinical practice of endodontics was carried out. The challenges of applying this new teaching model were also discussed. Key words: Endodontics; Clinical clerkship; Models, educational; Flipped classroom

IntroductionThe flipped classroom teaching model is widely used in medical education and is indicated to be better than traditional lecture approaches in many medical specialties. Emerging studies have evaluated the...

BackgroundNuclear medicine is an interdisciplinary field that integrates basic science with clinical medicine. The traditional classroom teaching model lacks interactive and efficient teaching methods and does not adequately address the learning needs and educational goals associated with standardized training for residents. The teaching model that combines Small Private Online Courses (SPOCs) with a flipped classroom approach is more aligned with the demands of real-life scenarios and workplace requirements, thereby assisting students in developing comprehensive literacy and practical problem-solving skills. However, this innovative teaching model has yet to be implemented in Nuclear medicine courses. This study aimed to explore whether the post-training competence for residents can be improved based on this new teaching model.MethodsA total of 103 first-year residents from Sichuan Provincial People’s Hospital were randomly assigned to either an experimental group (n = 52) or a control group (n = 51) between July 2019 and June 2023. The experimental group utilized a SPOC and flipped classroom-blended teaching model, while the control group received traditional lecture-based learning (LBL). We assessed the theoretical evaluation scores and questionnaire responses from both groups to determine the effectiveness of the new pedagogical approach.ResultsResidents in the experimental group demonstrated a superior understanding of nuclear medicine content compared to those in the control group, achieving higher scores on pre-class assessments, after-class tests, and final exams (P < 0.01). A majority of the residents in the experimental group expressed that the innovative teaching model, which integrated SPOC and a flipped classroom approach, significantly enhanced their motivation and contributed to the development of their ‘professional skills,’ ‘patient care,’ ‘interaction and teamwork,’ ‘teaching proficiency,’ and ‘learning capabilities’. The teaching satisfaction survey indicated that the experimental group reported significantly higher levels of ‘overall satisfaction,’ as well as greater satisfaction with ' teaching methodologies ' and ' fulfillment of targeted clinical skills,’ compared to the control group (P < 0.01).ConclusionsThe SPOC and flipped classroom teaching model is better than traditional LBL in enriching residents’ professional knowledge and cultivating their post-training competence. It can effectively promote educational quality, improve residents’ learning, and enhance their satisfaction.

Since the 21st century, the cultivation and improvement of college students&amp;#39; English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students&amp;#39; self-management learning ability, stimulate students &amp;#39;motivation of autonomous learning and activate students&amp;#39; autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students &amp;#39;autonomous learning ability.

The flipped classroom model has become increasingly popular in health professions education as it has been proposed to improve student learning. This model involves a blended learning approach with synchronous and asynchronous instruction, where asynchronous learning takes place at the students’ own pace on‐line and prior to on‐site synchronous sessions. However, whether or not this model is effective in a completely on‐line platform has not yet been evaluated. This year, the pandemic that forced an exclusive on‐line instruction in educational programs, including health professions, put to test the efficacy of this model when the in‐person interaction was missing. This study shows the impact of exclusively on‐line flipped model in student learning as well as student perceptions in Optometry. A total of 66 students were enrolled in a Systemic Pathology course with a flipped instruction and compared to the same course offered the previous year with a traditional on‐site synchronous lecture format (n= 55). In the traditional lecture‐based cohort, students attended the didactic lecture and additional work was not requested. In the flipped classroom cohort, students were asked to watch the pre‐recorded lectures or videos before the on‐site synchronous session. In addition, during the synchronous session time, they worked in groups on a case based on the topics assigned in the pre‐recorded lectures, via an on‐line platform and then discussed with the rest of the class. The flipped classroom cohort was asked to complete a feedback questionnaire after the course instruction ended and a total of 27 responses were acquired. Student learning was assessed in both cohorts with several quizzes, midterms and a final exam. We found that the two groups obtained similar scores in the quizzes, midterms, final exam, and course average, even when analyzed by gender. The students that completed the questionnaire perceived that they learned better concepts when actively working on them during the group work, which was not reflected in their grades; however not every student assigned to a group actively participated in their group. In conclusion, despite the transition of the flipped blended model into an exclusively on‐line model, the flipped classroom teaching strategy did not seem to impact the student performance in the course.

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran flipped classroom terhadap kemampuan belajar mandiri dan kolaborasi mahasiswa di Program Studi Pendidikan Geografi. Jenis penelitian ini adalah kuantitatif dengan metode ex post facto. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah simple random sampling. Sampel dalam penelitian ini adalah 55 mahasiswa dari 215 mahasiswa. Pengumpulan data dilakukan melalui kuesioner. Data dianalisis dengan menggunakan uji regresi linier sederhana. Hasil dari penelitian ini adalah 1) Penerapan model flipped classroom (X) berpengaruh terhadap kemandirian belajar siswa (Y1) yang dibuktikan dengan nilai signifikansi sebesar 0,000 dimana nilai tersebut &lt; 0,05 maka Ho ditolak dan Ha diterima dan berarti hipotesis diterima. Pengaruhnya signifikan, yang dibuktikan dengan nilai t hitung 4,313 &gt; nilai t tabel 1,675 dengan nilai signifikansi 0,00 &lt; 0,05. Sesuai dengan kriteria, jika t hitung &gt; t tabel, maka Ho ditolak dan Ha diterima. Oleh karena itu, terdapat pengaruh yang positif dan signifikan terkait implementasi model flipped classroom terhadap kemandirian belajar, dan 2) Implementasi model flipped classroom (X) berpengaruh terhadap kemampuan bekerjasama (Y2) yang dibuktikan dengan nilai signifikansi sebesar 0,001, dimana nilai tersebut &lt; 0,05, maka Ho ditolak dan Ha diterima dan berarti hipotesis diterima. Pengaruhnya signifikan, yang dibuktikan dengan nilai t hitung 4,313 &gt; nilai t tabel 1,675 dengan nilai signifikansi 0,00 &lt; 0,05. Sesuai dengan kriteria, jika t hitung &gt; t tabel maka Ho ditolak dan Ha diterima. Oleh karena itu, terdapat pengaruh yang positif dan signifikan antara penerapan model pembelajaran flipped classroom terhadap kemampuan kolaborasi siswa. Kata Kunci: Pembelajaran terpadu, Ruang Kelas Terbalik, Pembelajaran Mandiri, Keterampilan Kolaboratif Abstract This research aims to examine the Effect of the flipped classroom learning model on students' independent learning and collaborative skills at Geography Educatioan Study Program. The type of research is quantitative with ex post facto methods. The sampling technique used in this study was simple random sampling. The sample in this research was 55 students from 215 students. Data collection was carried out through questionnaire. Data were analyzed using simple linear regression test. The results of this research are 1) The implementation of the flipped classroom model (X) has an Effect on student learning independence (Y1) as evidenced by the significance value of 0.000 where the value is &lt;0.05 then Ho is rejected and Ha is accepted and it means the hypothesis is accepted. The Effect is significant, which is proven by the t-statistic value 4.313 &gt; t-table value 1.675 with a significance value of 0.00 &lt; 0.05. According with the criteria, if t-statistik &gt; t-table, so Ho is rejected and Ha is accepted. Therefore, there is a positive and significant Effect related to implementation flipped classroom model for independent learning, and 2) The implementation of the flipped classroom model (X) has an Effect on collaborative skills (Y2) as evidenced by the significance value of 0.001, where the value is &lt;0.05, so Ho is rejected and Ha accepted and it means the hypothesis is accepted. The Effect is significant, which is proven by the t-statistic value 4.313 &gt; t-table value 1.675 with a significance value of 0.00 &lt; 0.05. According with the criteria, if t-statistic &gt; t-table then Ho is rejected and Ha accepted. Therefore, there is a positive and significant Effect regarding the implementation of the flipped classroom model on students' collaborative skills. Keywords: Blended Learning, Flipped Classroom, Independent Learning, Collaborative Skills

The construction of socialism with Chinese characteristics in the new era of Xi Jinping has presented universities with higher standards and requirements. It emphasizes the importance of students actively participating in deep learning. The integration of flipped classrooms and deep learning disrupts traditional classroom dynamics, enhances students' intrinsic motivation to learn, and amplifies the impact of university classrooms. Based on this, university classrooms should actively promote flipped classrooms that encourage deep learning. This article briefly discusses the necessity of deep learning and the integration model of deep learning in university flipped classrooms. In the flipped classroom teaching model, students need to be given autonomy, while teachers take on a supportive role in the teaching process. Both teachers and students should maintain a cooperative and collaborative relationship to facilitate the teaching work. The flipped classroom teaching model should not only focus on imparting knowledge, but also on exercising and cultivating students' learning ability. The ultimate educational goal should be the enhancement of students' comprehensive ability.

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.

The promotion and application of computer technology in the education field has been driving the continuous innovation and development of traditional teaching methods. As a new type of blended learning model, flipping classroom can be well combined with computer technology to effectively improve the quality of education and teaching in colleges and universities. he Moodle provides a good network support platform for the implementation of flipping classroom. This pa-per aims to develop a new flipped classroom teaching model. Supported by Moodle and adhering to the philosophy of self-learning, this teaching model ar-ranges learning tasks according to the different characteristics and needs of learn-ers. Through interactions, it can develop students’ self-learning abilities and im-prove their learning efficiency; through online tracking, it can understand stu-dents’ learning dynamics in time and guide them in preview of knowledge points before class to allow them to think clearly. The purpose of this paper is to study the effects of the flipped classroom teaching method based on Moodle so as to find out what to improve in this model and make it widely applied in college teaching to cultivate more applied talents.

Aims/Background Lack of motivation and poor learning habits lead to ineffective teaching in flipped classrooms. Information Motivation Behavior (IMB) theory facilitates the adaptation and modification of individual behavior through information, motivation, and behavioral intervention. This study aims to explore the effects of a combined IMB and flipped classroom teaching model on the professional competence and creative thinking of urological nursing interns. Methods A total of 85 undergraduate nursing interns who practiced in the Department of Urology from July 2023 to March 2024 were selected for retrospective analysis. The interns were divided into two groups based on the teaching model: the control group (n = 45, flipped classroom) and the study group (n = 40, IMB combined with the flipped classroom). The theoretical and practical scores were detected to assess the professional competence of students. Marmara Creative Thinking Dispositions Scale (MCTDS) scores, and California Critical Thinking Skills Scale-Chinese Version (CTDI-CV) scores were measured before and after training. Students' satisfaction with the teaching format and its effectiveness was compared between the two groups. Results The theoretical and practical scores, as well as the MCTDS and CTDI-CV scores, were significantly increased in both groups after training compared to before training (p < 0.05), with the degree of improvement being higher in the study group than in the control group. After training, the theoretical and practical scores were higher in the study group than in the control group (p < 0.001). The self-discipline, innovation search, courage, inquisitiveness, doubt, flexibility, and total MCTDS scores were also higher in the study group compared to the control group (p < 0.001). Similarly, the truth-seeking, analyticity, open-mindedness, inquisitiveness, maturity in judgment, and total CTDI-CV scores were markedly higher in the study group than in the control group (p < 0.001). Additionally, students' satisfaction with the teaching format and effectiveness was significantly greater in the study group than in the control group (p < 0.001). Conclusion The combination of IMB and the flipped classroom in urological nursing education demonstrated effective teaching outcomes and high satisfaction levels. It enhanced students' professional competence, critical thinking, and creative thinking. However, as this study focused exclusively on urological nursing interns, the results may not be generalizable to the education of other types of nurses.

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.