Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction
Abstract Background Active participation in group assignments is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group assignments. This study explores the synergistic effects of flipped classrooms and a wiki-autho...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-09-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-020-02223-0 |
| _version_ | 1819063050689314816 |
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| author | Ali Ahmadian Khoynaroud Amirhossein Akbarzadeh Morteza Ghojazadeh Saeideh Ghaffarifar |
| author_facet | Ali Ahmadian Khoynaroud Amirhossein Akbarzadeh Morteza Ghojazadeh Saeideh Ghaffarifar |
| author_sort | Ali Ahmadian Khoynaroud |
| collection | DOAJ |
| description | Abstract Background Active participation in group assignments is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group assignments. This study explores the synergistic effects of flipped classrooms and a wiki-authoring group activity on students’ learning outcomes and the quality and quantity of their group-work. Methods In this action research, 205 master students of a medical school were involved in a course blended with flipped classrooms. While learning from online and in-class activities, students did their group assignment on an educational wiki (n = 85) or in a conventional way (n = 120). Assessment in this study was done in both formative and summative ways. Formative assessment included quizzes at the beginning of each class and students’ self-assessment (focused on their satisfaction with different educational activities of the course, using an 11-item validated satisfaction questionnaire). The summative assessment incorporated assessment of the quantity and quality of students’ participation in doing group assignments(by a five-item checklist); quizzes at the end of each class; the final exam; assessment of students’ competency in transferring their learning into creating an outline for a hypothetical article and writing topic sentences. Using SPSS 21.0 and employing independent samples t or Mann –Whitney U tests, the educational impacts of the course were compared in two groups. Results Students in the wiki-group were more satisfied with the course. Both quantity and quality of the group assignment among students in the wiki group outweighed those among the students in the non-wiki group. Univariate linear regression analysis of the models between students’ satisfaction with flipped classrooms and the quality of their participation in doing their group as well as their attitude towards the group assignment showed that the changes in the quality of the wiki students’ group assignment and their attitude were dependent on the changes of their satisfaction with flipped classrooms. Conclusions The findings of this study confirm that a wiki-authoring group assignment is effective in achieving student learning outcomes and integrating a wiki with flipped classrooms increases wiki accomplishment. Collaborating on a wiki activity improves both quality and quantity of group assignments among students. |
| first_indexed | 2024-12-21T15:08:31Z |
| format | Article |
| id | doaj.art-fc43e699d5ee42d99c38c97520ba931b |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-21T15:08:31Z |
| publishDate | 2020-09-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-fc43e699d5ee42d99c38c97520ba931b2022-12-21T18:59:21ZengBMCBMC Medical Education1472-69202020-09-0120111110.1186/s12909-020-02223-0Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfactionAli Ahmadian Khoynaroud0Amirhossein Akbarzadeh1Morteza Ghojazadeh2Saeideh Ghaffarifar3Education development center, E-learning center, Tabriz university of Medical SciencesMedical Education department, Tabriz University of Medical SciencesResearch Center for Evidence-Based Medicine, Health Management and Safety Promotion Research Institute, Tabriz University of Medical SciencesMedical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical SciencesAbstract Background Active participation in group assignments is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group assignments. This study explores the synergistic effects of flipped classrooms and a wiki-authoring group activity on students’ learning outcomes and the quality and quantity of their group-work. Methods In this action research, 205 master students of a medical school were involved in a course blended with flipped classrooms. While learning from online and in-class activities, students did their group assignment on an educational wiki (n = 85) or in a conventional way (n = 120). Assessment in this study was done in both formative and summative ways. Formative assessment included quizzes at the beginning of each class and students’ self-assessment (focused on their satisfaction with different educational activities of the course, using an 11-item validated satisfaction questionnaire). The summative assessment incorporated assessment of the quantity and quality of students’ participation in doing group assignments(by a five-item checklist); quizzes at the end of each class; the final exam; assessment of students’ competency in transferring their learning into creating an outline for a hypothetical article and writing topic sentences. Using SPSS 21.0 and employing independent samples t or Mann –Whitney U tests, the educational impacts of the course were compared in two groups. Results Students in the wiki-group were more satisfied with the course. Both quantity and quality of the group assignment among students in the wiki group outweighed those among the students in the non-wiki group. Univariate linear regression analysis of the models between students’ satisfaction with flipped classrooms and the quality of their participation in doing their group as well as their attitude towards the group assignment showed that the changes in the quality of the wiki students’ group assignment and their attitude were dependent on the changes of their satisfaction with flipped classrooms. Conclusions The findings of this study confirm that a wiki-authoring group assignment is effective in achieving student learning outcomes and integrating a wiki with flipped classrooms increases wiki accomplishment. Collaborating on a wiki activity improves both quality and quantity of group assignments among students.http://link.springer.com/article/10.1186/s12909-020-02223-0Collaborative learningDistance education and online learningTwenty-first century abilitiesArchitectures for educational technology system |
| spellingShingle | Ali Ahmadian Khoynaroud Amirhossein Akbarzadeh Morteza Ghojazadeh Saeideh Ghaffarifar Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction BMC Medical Education Collaborative learning Distance education and online learning Twenty-first century abilities Architectures for educational technology system |
| title | Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction |
| title_full | Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction |
| title_fullStr | Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction |
| title_full_unstemmed | Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction |
| title_short | Assessment of the effect of application of an educational wiki in flipped classroom on students’ achievement and satisfaction |
| title_sort | assessment of the effect of application of an educational wiki in flipped classroom on students achievement and satisfaction |
| topic | Collaborative learning Distance education and online learning Twenty-first century abilities Architectures for educational technology system |
| url | http://link.springer.com/article/10.1186/s12909-020-02223-0 |
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