Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Abstract Background Preclinical medical education is content-dense and time-constrained. Flipped classroom approaches promote durable learning, but challenges with unsatisfactory student preparation and high workload remain. Cognitive load theory defines instructional design as “efficient” if learne...

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Bibliographic Details
Main Authors: Krisztina Fischer, Amy M. Sullivan, Amy P. Cohen, Randall W. King, Barbara A. Cockrill, Henrike C. Besche
Format: Article
Language:English
Published: BMC 2023-05-01
Series:BMC Medical Education
Subjects:
Instructional design
Flipped classroom
Efficiency
Cognitive load theory
Educational quality improvement
Online Access:https://doi.org/10.1186/s12909-023-04325-x

Internet

https://doi.org/10.1186/s12909-023-04325-x

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