#FlipClass #Research

Not too much to report in my classes.  Students seem to have adjusted to viewing the idea of out-of-class knowledge acquisition.  Next week will be the real test… test 2 in both forensics and gen chem.  I am very optimistic as I believe the level of learning has increased.  This observation is based on the questions students are asking in class and during office hours.

As a doctoral student, I am knee-deep in the literature and have Google Scholar alerts on both constructivism and the flipped classroom sent to my inbox.  Just in the past two weeks, there have been several really good studies in higher education worth referencing.  There was also the article in the New York Times, Turning Education Upside Down.  As many articles, this piece was focused on K-12.  Higher ed is different as we don’t meet with our students on a daily basis so consistency of this learning environment is more difficult to establish.

With that said, I would like to direct you to two recent articles related to nursing education.

Here are the full text articles:  Missildine_2013 and Mcdonald_2013

The Missildine article is a very interesting read and is aligned with what I am finding in my general chemistry course.  The flipped classroom was found to improve learning but students were not satisfied with the environment compared to the traditional lecture.  The authors contributed the decrease in satisfaction to what students perceived as a “loss of a supportive social system”.  Students were also frustrated with access and reliability of the technology.

My students are expressing similar sentiments.  To address this, I allow almost 30 minutes of “just-in-time” lecture.  Again, problems arise when students don’t view the vodcast or read the textbook; students can’t even ask me questions.  Conversely, those students who do come prepared are frustrated that they have to hear a “lecture” when they are ready to start the problems.

The flipped classroom is not the silver bullet for education, but it’s leading us in a positive direction.  We just have to change the mindset of the student about what makes good learning.  Once students see the benefit of active learning, I believe perceptions and ultimately satisfaction with the flipped classroom will change.

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