Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic
Abstract Background During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicin...
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| Format: | Article |
| Language: | English |
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BMC
2022-10-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03782-0 |
| _version_ | 1811182158030569472 |
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| author | Chung Kwan Lo Khe Foon Hew |
| author_facet | Chung Kwan Lo Khe Foon Hew |
| author_sort | Chung Kwan Lo |
| collection | DOAJ |
| description | Abstract Background During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. Methods We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. Results When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students’ technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors’ real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). Conclusions Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment. |
| first_indexed | 2024-04-11T09:28:30Z |
| format | Article |
| id | doaj.art-eeca94ef9dc04751916b6700360a1d97 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T09:28:30Z |
| publishDate | 2022-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-eeca94ef9dc04751916b6700360a1d972022-12-22T04:31:58ZengBMCBMC Medical Education1472-69202022-10-0122111410.1186/s12909-022-03782-0Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemicChung Kwan Lo0Khe Foon Hew1Department of Mathematics and Information Technology, The Education University of Hong KongFaculty of Education, The University of Hong KongAbstract Background During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education. Methods We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles. Thirty-three empirical studies (with 32 unique interventions) published between 2020 and 2021 (i.e., the first 2 years of the pandemic) were selected for analysis. Results When the instructors in the reviewed studies designed and implemented their online flipped courses, numerous challenges emerged, which could be broadly categorized into student-related challenges (e.g., unfamiliarity with online flipped learning; N = 5), faculty challenges (e.g., increased workload; N = 8), and operational challenges (e.g., students’ technical problems; N = 9). Nevertheless, we identified various useful elements for online flipped learning practice and organized them based on the following components of the Revised Community of Inquiry (RCoI) framework: cognitive presence (e.g., application of knowledge/skills; N = 12), social presence (e.g., peer interaction; N = 11), teaching presence (e.g., instructors’ real-time demonstration/facilitation; N = 17), and learner presence (e.g., care and emotional support; N = 4). Conclusions Based on the findings from the review and the RCoI framework, we developed nine principles for the effective practice of online flipped learning. These principles appear crucial for sustaining quality health professions education in a fully online flipped learning environment.https://doi.org/10.1186/s12909-022-03782-0COVID-19Flipped learningFlipped classroomInverted classroomSystematic review |
| spellingShingle | Chung Kwan Lo Khe Foon Hew Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic BMC Medical Education COVID-19 Flipped learning Flipped classroom Inverted classroom Systematic review |
| title | Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic |
| title_full | Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic |
| title_fullStr | Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic |
| title_full_unstemmed | Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic |
| title_short | Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic |
| title_sort | design principles for fully online flipped learning in health professions education a systematic review of research during the covid 19 pandemic |
| topic | COVID-19 Flipped learning Flipped classroom Inverted classroom Systematic review |
| url | https://doi.org/10.1186/s12909-022-03782-0 |
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