Abstract
One question that is often asked about the flipped classroom is: “How do you encourage students to do the pre-class work?” Let’s face it, if students fail to come to class prepared, it is difficult to move forward with the planned activities. Where does that leave you?
What effect will this have on prepared students? How will you cover the required content?
In 2016, we flipped two first year bioscience units for allied health students. In flipping our classroom, we eliminated the didactic delivery of content via lectures enabling us to increase our small-group face-to-face time. Content which was previously didactically delivered in lectures, was provided to students as pre-work in the form of text and short videos and made available to students via our online learning management system(Moodle). This allowed us to extend, apply and consolidate student understanding of the online material in class.
To encourage completion of pre-work, we set a compulsory 80% hurdle requirement on pre-work completion and tested student knowledge at the start of each of our workshops.
Students completed a short summative quiz (worth 1% each week) in engineered groups that encouraged collaborative learning and increased their sense of responsibility to engage fully in pre-class materials. Over the course of one semester, 96.5% of students completed their pre-work prior to their first class each week and this led to a perceived increase in student understanding and their engagement in class materials and activities.
Based on evidence gathered from our surveys, student written reflections and focus group discussions, we present some of the data and successful strategies that were employed in our flipped classroom to encourage students to engage with and complete pre-work
What effect will this have on prepared students? How will you cover the required content?
In 2016, we flipped two first year bioscience units for allied health students. In flipping our classroom, we eliminated the didactic delivery of content via lectures enabling us to increase our small-group face-to-face time. Content which was previously didactically delivered in lectures, was provided to students as pre-work in the form of text and short videos and made available to students via our online learning management system(Moodle). This allowed us to extend, apply and consolidate student understanding of the online material in class.
To encourage completion of pre-work, we set a compulsory 80% hurdle requirement on pre-work completion and tested student knowledge at the start of each of our workshops.
Students completed a short summative quiz (worth 1% each week) in engineered groups that encouraged collaborative learning and increased their sense of responsibility to engage fully in pre-class materials. Over the course of one semester, 96.5% of students completed their pre-work prior to their first class each week and this led to a perceived increase in student understanding and their engagement in class materials and activities.
Based on evidence gathered from our surveys, student written reflections and focus group discussions, we present some of the data and successful strategies that were employed in our flipped classroom to encourage students to engage with and complete pre-work
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - Nov 2016 |
| Event | Flipped Learning Symposium 2016: nuture and enrich your flipped learning initiatives - Adelaide University (SAHMRI), Adelaide, Australia Duration: 14 Nov 2016 → 16 Nov 2016 https://www.adelaide.edu.au/flipped-classroom/events/symposium/ |
Conference
| Conference | Flipped Learning Symposium 2016 |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 14/11/16 → 16/11/16 |
| Internet address |