The flipped classroom has become a common teaching approach in our context as we introduced a faculty-wide active learning approach in 2013 (White et al 2015, 2016). There are a number of studies that look at the benefits of flipped classrooms, but to our knowledge none have investigated whether there is a specific benefit to the combination of the pre-class pre-class preparation and related active learning during class. Objectives: In the current intervention, a strategic, sequential teaching design was implemented and students' performance on examination questions involving novel scenarios was evaluated.
Methods: This study correlated student engagement with the flipped classroom and student disposition to learning with student ability to solve novel scenarios in examinations.
Results: Students who both prepared and attended performed significantly better (at least 1.3 SD higher) than all other students on examination questions that required analysis of novel scenarios, but not on questions that required knowledge and understanding. Student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis.
Conclusions: Our results suggest a synergistic relationship between class preparation and attendance. We report that the combination of preparation and attendance was positively related to assessment type; the relationship was apparent for questions requiring students to solve novel problems but not for questions requiring knowledge or understanding.
References:
White, P. J., Larson, I., Styles, K., Yuriev, E., Evans, D. R., Rangachari, P. K., ... & Eise, N. (2016). Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development, 35(3), 619-633.
White, P. J., Larson, I., Styles, K., Yuriev, E., Evans, D. R., Short, J. L., ... & Eise, N. (2015). Using active learning strategies to shift student attitudes and behaviours about learning and teaching in a research intensive educational context. Pharmacy Education, 15., 1-8.
