Content delivery models influence class preparation, study habits, and preferences

Jaekyu Shin, Tina P Brock

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.
Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variablesand examinations scores.
Results: Ninety-two students completed all surveys (response rate: 80.7%). The proportion of students reporting preclasspreparation and in-class participation was significantly higher in courses employing a flipped classroom model.About 90% indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.
Conclusions: Content delivery models may be associated with reported level of preparation, study habits, andpreferences.
Original languageEnglish
Pages (from-to)341-349
Number of pages9
JournalPharmacy Education
Volume17
Issue number1
Publication statusPublished - 2017

Keywords

  • Flipped Classroom
  • Pharmacy Education
  • Lectures

Cite this

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title = "Content delivery models influence class preparation, study habits, and preferences",
abstract = "Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variablesand examinations scores.Results: Ninety-two students completed all surveys (response rate: 80.7{\%}). The proportion of students reporting preclasspreparation and in-class participation was significantly higher in courses employing a flipped classroom model.About 90{\%} indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.Conclusions: Content delivery models may be associated with reported level of preparation, study habits, andpreferences.",
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Content delivery models influence class preparation, study habits, and preferences. / Shin, Jaekyu; Brock, Tina P.

In: Pharmacy Education, Vol. 17, No. 1, 2017, p. 341-349.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Content delivery models influence class preparation, study habits, and preferences

AU - Shin, Jaekyu

AU - Brock, Tina P

PY - 2017

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N2 - Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variablesand examinations scores.Results: Ninety-two students completed all surveys (response rate: 80.7%). The proportion of students reporting preclasspreparation and in-class participation was significantly higher in courses employing a flipped classroom model.About 90% indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.Conclusions: Content delivery models may be associated with reported level of preparation, study habits, andpreferences.

AB - Objective: To examine the change in reported levels of class preparation, preferences, study habits and to assess correlation between these and changes in examination scores as students progressed through a course series with different content delivery methods.Methods: The authors surveyed students regarding pre-class preparation, participation in in-class activities, preferences for class activities, and study habits. Spearman’s coefficient was used to assess a correlation between survey variablesand examinations scores.Results: Ninety-two students completed all surveys (response rate: 80.7%). The proportion of students reporting preclasspreparation and in-class participation was significantly higher in courses employing a flipped classroom model.About 90% indicated that the content delivery in the flipped model had a positive influence on their study habits. The level of class preparation and participation was not significantly correlated with a change in examination scores.Conclusions: Content delivery models may be associated with reported level of preparation, study habits, andpreferences.

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