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Virtual flipped teaching during the COVID-19 pandemic
Chaya Gopalan1, Carolyn Butts-Wilmsmeyer1, Vanessa Moran1
1Southern Illinois University Edwardsville, Edwardsville, Illinois.
Advances in Physiology Education
|September 9, 2021
Summary
The virtual flipped teaching (FT) model effectively engaged graduate physiology students during the COVID-19 pandemic. This online approach maintained strong academic outcomes comparable to traditional face-to-face instruction.
Area of Science:
- Physiology Education
- Online Learning
- Pedagogical Innovation
Background:
- The COVID-19 pandemic necessitated a rapid transition to online education.
- The flipped teaching (FT) model, incorporating active learning and flexible components, offered a viable solution for remote instruction.
Purpose of the Study:
- To evaluate the effectiveness of a virtual FT method in a graduate physiology course during the pandemic.
- To assess student perceptions of adjustment, confidence, and the utility of assessments in the remote FT environment.
Main Methods:
- Implementation of a virtual FT model in a graduate physiology course.
- Analysis of student knowledge acquisition, performance metrics, and survey data on perceptions and confidence.
Main Results:
- Students reported successful adjustment to the virtual FT format (P < 0.001) and increased confidence (P < 0.05).
- High student satisfaction was observed for synchronous computerized exams (90.32%), group (93.51%) and individual (80.65%) assessments, collaborative activities (93.55%), and discussions (96.77%).
- Course evaluations and overall scores were comparable to previous face-to-face FT semesters.
Conclusions:
- The virtual FT method is a promising instructional strategy for future physiology courses.
- This online approach effectively maintained student engagement and academic performance.
- Students adapted well to remote learning, demonstrating the efficacy of virtual FT in higher education.
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