The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects.

The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Adv Physiol Educ. 2020 Mar 01;44(1):80-92 Authors: Rathner JA, Schier MA Abstract Flipped classroom teaching has been used by many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom teaching was introduced in two advanced physiology subjects (advanced neuroscience, semester 1, and cardiorespiratory and renal physiology, semester 2). Changing the mode of content delivery reduced the time students needed to spend listening to lectures by one-third, without sacrificing either learning content or academic standards. Higher pass rates were observed with larger number of students earning distinction and high-distinction grades. Statistically significant improvements in final grades were observed from both subjects (semester 1: 2017, 49.28 ± 20.16; 2018, 53.29 ± 19.77, t268 = 2.058, P = 0.0405; semester 2: 2017, 58.87 ± 21.19; 2018, 67.91 ± 20.40, t111 =&thins...
Source: Adv Physiol Educ - Category: Universities & Medical Training Authors: Tags: Adv Physiol Educ Source Type: research

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