Flipped classrooms and student learning: not just surface gains

Area of Science:

• Undergraduate science education
• Medical sciences education

Background:

• The flipped classroom model is an emerging pedagogical approach in undergraduate science.
• Existing research primarily examines student preferences and learning outcomes, with limited focus on learning strategies.

Purpose of the Study:

• To evaluate student adjustments to a flipped classroom in basic medical sciences.
• To compare student time on task with traditional lectures.
• To assess the impact on deep and active learning strategies.

Main Methods:

• Implementation of a flipped classroom course with online modules and active in-class sessions.
• Data collection through student surveys and prequiz questions.
• Analysis of learning approaches, multitasking behavior, and time on task.

Main Results:

• Most students completed prework in a single session before class.
• Students reported reduced multitasking compared to traditional lectures.
• Students valued peer interactions and varied assessment methods.

Conclusions:

• The flipped classroom fosters independent learning strategies and deep, active engagement.
• This model shows potential for significant educational gains beyond modest grade improvements.
• Student-reported increases in time on task and active learning indicate pedagogical effectiveness.