Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions facu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Korea Health Personnel Licensing Examination Institute
2022-02-01
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| Series: | Journal of Educational Evaluation for Health Professions |
| Subjects: | |
| Online Access: | http://www.jeehp.org/upload/pdf/jeehp-19-05.pdf |
| _version_ | 1827246795225300992 |
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| author | Jennifer Tomesko Deborah Cohen Jennifer Bridenbaugh |
| author_facet | Jennifer Tomesko Deborah Cohen Jennifer Bridenbaugh |
| author_sort | Jennifer Tomesko |
| collection | DOAJ |
| description | Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses. |
| first_indexed | 2024-03-13T01:20:16Z |
| format | Article |
| id | doaj.art-54d73d6ffc294c43af444d159f185f7f |
| institution | Directory Open Access Journal |
| issn | 1975-5937 |
| language | English |
| last_indexed | 2025-03-21T23:05:38Z |
| publishDate | 2022-02-01 |
| publisher | Korea Health Personnel Licensing Examination Institute |
| record_format | Article |
| series | Journal of Educational Evaluation for Health Professions |
| spelling | doaj.art-54d73d6ffc294c43af444d159f185f7f2024-05-22T06:54:19ZengKorea Health Personnel Licensing Examination InstituteJournal of Educational Evaluation for Health Professions1975-59372022-02-011910.3352/jeehp.2022.19.5430Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentationJennifer TomeskoDeborah CohenJennifer BridenbaughFlipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.http://www.jeehp.org/upload/pdf/jeehp-19-05.pdfdistance educationfeedbackhealth occupationsproblem-based learningthinking |
| spellingShingle | Jennifer Tomesko Deborah Cohen Jennifer Bridenbaugh Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation Journal of Educational Evaluation for Health Professions distance education feedback health occupations problem-based learning thinking |
| title | Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation |
| title_full | Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation |
| title_fullStr | Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation |
| title_full_unstemmed | Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation |
| title_short | Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation |
| title_sort | using a virtual flipped classroom model to promote critical thinking in online graduate courses in the united states a case presentation |
| topic | distance education feedback health occupations problem-based learning thinking |
| url | http://www.jeehp.org/upload/pdf/jeehp-19-05.pdf |
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