Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology
Context: Various universities have set in a wave of adapting to the newer concepts of teaching–learning to keep pace with the millennial learners. Blended learning is a new teaching–learning method that combines online activity along with face-to-face activity. Flipped classroom approach is the use...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2022-01-01
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| Series: | Journal of Indian Academy of Oral Medicine and Radiology |
| Subjects: | |
| Online Access: | http://www.jiaomr.in/article.asp?issn=0972-1363;year=2022;volume=34;issue=1;spage=100;epage=105;aulast=Naik |
| _version_ | 1819022676241416192 |
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| author | Zameera Naik S Lokesh Kumar Anjana S Bagewadi Vaishali Keluskar |
| author_facet | Zameera Naik S Lokesh Kumar Anjana S Bagewadi Vaishali Keluskar |
| author_sort | Zameera Naik |
| collection | DOAJ |
| description | Context: Various universities have set in a wave of adapting to the newer concepts of teaching–learning to keep pace with the millennial learners. Blended learning is a new teaching–learning method that combines online activity along with face-to-face activity. Flipped classroom approach is the use of Web-enabled strategies that free up class time to allow teachers to spend more time guiding their students. Aim: To assess the impact of flipped classroom approach on the teaching–learning outcomes of dental undergraduates. Settings and Design: A prospective comparative educational intervention was conducted in the Oral Medicine and Radiology department of a private dental college in Belagavi. Methods and Materials: Forty third-year undergraduates were equally allocated into the traditional learning group (20) and flipped classroom learning group (20). A pretest/posttest format was employed with mandatory feedback. For flipped classroom approach, an audio/video lecture of 10 minutes duration was shared through learning management software. The assessment was MCQs and case-based. Statistical Analysis: Mann–Whitney U and Wilcoxon matched-pairs tests were used for intergroup and intragroup comparisons, respectively. Results: The mean posttest score was significantly higher in flipped classroom method than in the traditional method (P = 0.0001). Performance on case-based questions was highly statistically significant in the flipped classroom group with a mean rank of 29.8 (P < 0.001). Intragroup comparison between the mean pretest and posttest scores in the flipped classroom showed a high statistical significance (P = 0.0001). Conclusions: Flipped classroom teaching should be recommended as it has the advantages of providing students with a pace of learning, peer learning, instant feedback, and using classroom time effectively. Faculty have to invest time, but nothing is greater than a meaningful teaching–learning experience. |
| first_indexed | 2024-12-21T04:26:47Z |
| format | Article |
| id | doaj.art-9663effdb1ce452c9ab77abe4981ed4a |
| institution | Directory Open Access Journal |
| issn | 0972-1363 |
| language | English |
| last_indexed | 2024-12-21T04:26:47Z |
| publishDate | 2022-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Indian Academy of Oral Medicine and Radiology |
| spelling | doaj.art-9663effdb1ce452c9ab77abe4981ed4a2022-12-21T19:16:02ZengWolters Kluwer Medknow PublicationsJournal of Indian Academy of Oral Medicine and Radiology0972-13632022-01-0134110010510.4103/0019-5049.340750Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiologyZameera NaikS Lokesh KumarAnjana S BagewadiVaishali KeluskarContext: Various universities have set in a wave of adapting to the newer concepts of teaching–learning to keep pace with the millennial learners. Blended learning is a new teaching–learning method that combines online activity along with face-to-face activity. Flipped classroom approach is the use of Web-enabled strategies that free up class time to allow teachers to spend more time guiding their students. Aim: To assess the impact of flipped classroom approach on the teaching–learning outcomes of dental undergraduates. Settings and Design: A prospective comparative educational intervention was conducted in the Oral Medicine and Radiology department of a private dental college in Belagavi. Methods and Materials: Forty third-year undergraduates were equally allocated into the traditional learning group (20) and flipped classroom learning group (20). A pretest/posttest format was employed with mandatory feedback. For flipped classroom approach, an audio/video lecture of 10 minutes duration was shared through learning management software. The assessment was MCQs and case-based. Statistical Analysis: Mann–Whitney U and Wilcoxon matched-pairs tests were used for intergroup and intragroup comparisons, respectively. Results: The mean posttest score was significantly higher in flipped classroom method than in the traditional method (P = 0.0001). Performance on case-based questions was highly statistically significant in the flipped classroom group with a mean rank of 29.8 (P < 0.001). Intragroup comparison between the mean pretest and posttest scores in the flipped classroom showed a high statistical significance (P = 0.0001). Conclusions: Flipped classroom teaching should be recommended as it has the advantages of providing students with a pace of learning, peer learning, instant feedback, and using classroom time effectively. Faculty have to invest time, but nothing is greater than a meaningful teaching–learning experience.http://www.jiaomr.in/article.asp?issn=0972-1363;year=2022;volume=34;issue=1;spage=100;epage=105;aulast=Naikdentalinnovationlearningoral medicine and radiologyself-directed learningteaching |
| spellingShingle | Zameera Naik S Lokesh Kumar Anjana S Bagewadi Vaishali Keluskar Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology Journal of Indian Academy of Oral Medicine and Radiology dental innovation learning oral medicine and radiology self-directed learning teaching |
| title | Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology |
| title_full | Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology |
| title_fullStr | Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology |
| title_full_unstemmed | Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology |
| title_short | Piloting of “blended learning” - An innovative educational intervention in oral medicine and radiology |
| title_sort | piloting of blended learning an innovative educational intervention in oral medicine and radiology |
| topic | dental innovation learning oral medicine and radiology self-directed learning teaching |
| url | http://www.jiaomr.in/article.asp?issn=0972-1363;year=2022;volume=34;issue=1;spage=100;epage=105;aulast=Naik |
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