Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones
In a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-05-01
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| Series: | Animals |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-2615/13/9/1540 |
| _version_ | 1827743411265863680 |
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| author | Sibylle Maria Kneissl Alexander Tichy Sophie Felicia Mitlacher |
| author_facet | Sibylle Maria Kneissl Alexander Tichy Sophie Felicia Mitlacher |
| author_sort | Sibylle Maria Kneissl |
| collection | DOAJ |
| description | In a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; <i>p</i> = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (<i>p</i> = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement. |
| first_indexed | 2024-03-11T04:25:40Z |
| format | Article |
| id | doaj.art-eddcb992cf184b01b9b2deb2295fea48 |
| institution | Directory Open Access Journal |
| issn | 2076-2615 |
| language | English |
| last_indexed | 2024-03-11T04:25:40Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Animals |
| spelling | doaj.art-eddcb992cf184b01b9b2deb2295fea482023-11-17T22:30:31ZengMDPI AGAnimals2076-26152023-05-01139154010.3390/ani13091540Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module BonesSibylle Maria Kneissl0Alexander Tichy1Sophie Felicia Mitlacher2Diagnostic Imaging, Department for Companion Animals and Horses, University of Veterinary Medicine, 1210 Vienna, AustriaPlatform Bioinformatics and Biostatistics, Department for Biomedical Services, University of Veterinary Medicine, 1210 Vienna, AustriaeLearning and New Media, Vicerectorate for Teaching Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine, 1210 Vienna, AustriaIn a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; <i>p</i> = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (<i>p</i> = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement.https://www.mdpi.com/2076-2615/13/9/1540flipped classroomveterinary medicineeducationtraining |
| spellingShingle | Sibylle Maria Kneissl Alexander Tichy Sophie Felicia Mitlacher Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones Animals flipped classroom veterinary medicine education training |
| title | Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones |
| title_full | Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones |
| title_fullStr | Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones |
| title_full_unstemmed | Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones |
| title_short | Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones |
| title_sort | flipped classroom to facilitate deeper learning in veterinary undergraduate students an educational change pilot study limited to the imaging module bones |
| topic | flipped classroom veterinary medicine education training |
| url | https://www.mdpi.com/2076-2615/13/9/1540 |
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