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The refinement of flipped teaching implementation to include retrieval practice.

Chaya Gopalan1,2, Andrea Fentem3, Anna L Rever2

  • 1Departments of Applied Health, Southern Illinois University, Edwardsville, Illinois.

Advances in Physiology Education
|February 29, 2020
PubMed
Summary
This summary is machine-generated.

Flipped teaching (FT) and retrieval practice (FTR) significantly improved student performance in Exercise Physiology compared to traditional lectures (TT). Both methods enhanced learning, with male students showing the greatest gains.

Keywords:
flipped classroommale and female studentsretrieval practiceupper and lower half of class

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Area of Science:

  • Educational Psychology
  • Exercise Physiology Pedagogy

Background:

  • Traditional lecture-based teaching (TT) is a common method, but student engagement can be a challenge.
  • Flipped teaching (FT) has emerged as a potential strategy to increase student engagement and improve learning outcomes.
  • Retrieval practice is known to enhance long-term memory retention.

Purpose of the Study:

  • To compare the effectiveness of traditional teaching (TT) with flipped teaching (FT) and flipped teaching combined with retrieval practice (FTR) in a 400-level Exercise Physiology course.
  • To evaluate the impact of these teaching methods on student performance and engagement.
  • To investigate potential differences in effectiveness between male and female students.

Main Methods:

  • A comparative study over eight semesters involving TT, FT, and FTR teaching formats.
  • FT involved pre-class preparation and online quizzes, followed by in-class content review and team-based learning (TBL).
  • FTR incorporated weekly, closed-book in-class quizzes and TBL sessions to promote information recall and retention.

Main Results:

  • Both FT and FTR methods resulted in significantly greater student exam performance compared to TT (P < 0.001).
  • Students in FTR showed lower quiz grades compared to FT (P < 0.0001), potentially due to the closed-book policy.
  • While all students benefited, male students demonstrated the most significant improvement with FT and FTR (P = 0.0001).

Conclusions:

  • Flipped teaching (FT) and flipped teaching with retrieval practice (FTR) are superior pedagogical approaches to traditional lecture-based teaching (TT) for Exercise Physiology.
  • The integration of retrieval practice within a flipped model can enhance learning, although assessment design is critical.
  • Gender-based differences in learning gains were observed, with male students benefiting disproportionately from FT and FTR methods.