The flipped classroom is an educational approach that is gaining significant in a variety of disciplines. In the flipped classroom, class time is repurposed: basic acquisition of knowledge is done on students' own time while class is devoted to knowledge application and synthesis. Despite the potential of this approach, the majority of research into the flipped classroom has focused simply focused on preferences for the approach as well as modest gains in examination scores. This presentation will discuss the results of a mixed-methods study that evaluated students' learning approaches in a newly-introduced flipped classroom course. Students reported using metacognitive strategies to evaluate their learning, spent less time multitasking, and used deep and active approaches in both their acquisition of basic knowledge as well as classroom activities. Session participants will have the opportunity to discuss assessment strategies and course design to facilitate active learning in the flipped classroom.
Dr. Sarah McLean is an Assistant Professor in the departments of Physiology & Pharmacology and Anatomy & Cell Biology at Western University. She currently holds a teaching fellowship with the Teaching Support Centre, where she is evaluating the introduction of blended laboratory environments... Read More →
