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Designing flipped classroom using Kemp's instructional model to enhance deep learning and self-directed collaborative
Suhasini Padugupati1, Krishna Prakash Joshi2, Thomas V Chacko3
1Department of Biochemistry, S.V.S Medical College and Hospital, Mahabubnagar, Telangana, India.
Journal of Education and Health Promotion
|July 12, 2021
Summary
The flipped classroom model significantly improved medical students' learning behavior and self-directed learning (SDL) skills. This interactive approach fosters deeper understanding and critical analysis, transforming the learning environment.
Area of Science:
- Medical Education
- Pedagogy
- Learning Sciences
Background:
- Flipped classroom pedagogy encourages students to explore topics and construct meaning outside of class.
- This model aims to enhance self-directed learning (SDL) abilities in medical undergraduates.
- The study highlights pedagogical benefits and potential challenges of the flipped classroom model.
Purpose of the Study:
- To enhance self-directed learning (SDL) among medical undergraduates using a flipped classroom approach.
- To evaluate the effectiveness of the flipped classroom model in improving learning behaviors and critical analysis skills.
- To explore student and faculty perceptions of the flipped classroom methodology.
Main Methods:
- Kemp's Instructional Model was used to design the flipped classroom.
- A needs analysis assessed student perceptions of current teaching and innovative methods.
- Content was validated by subject experts using the Delphi method.
- Students were divided into two groups (n=50 each) for comparison between flipped and traditional lecture sessions.
- Pretests, posttests, and delayed tests were administered to assess learning outcomes.
- Feedback was collected from students and faculty using a validated questionnaire.
Main Results:
- Flipped classroom participants showed statistically significant improvements in posttest scores (p < 0.001).
- 98% of students reported increased interest in the topic due to interactive sessions.
- The flipped classroom effectively improved learning behavior towards SDL, collaborative skills, and critical concept analysis.
Conclusions:
- A systematic process, like Kemp's model, enables the design of effective, need-based flipped classrooms.
- Flipped classrooms enhance deep learning, self-efficacy, SDL, collaborative skills, and critical analysis.
- The flipped classroom transforms learning into a dynamic, social environment conducive to critique and teamwork.
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