Article
Education & Educational Research
He Cui, Xinyu Xie, Boyang Wang, Yuan Zhao
Summary: This meta-analysis compares the effectiveness of flipped classroom and traditional lecture-based approaches in pharmacy education, and finds that the flipped classroom approach yields significant advantages in student performance improvement, with no evidence of publication bias.
BMC MEDICAL EDUCATION
(2023)
Article
Education & Educational Research
Qing Yu, Kun Yu
Summary: This meta-analysis examines the effects of gamified flipped classroom (GFC) on students' learning based on 17 high-quality experimental articles. The results indicate that GFC has a significant positive effect on students' learning, surpassing traditional flipped classroom methods. The analysis also identifies various factors that influence the effectiveness of GFC, such as academic achievement, motivation, engagement, student demographics, gamified elements, and study design.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Education & Educational Research
Joseph P. Vitta, Ali H. Al-Hoorie
Summary: Flipped learning, a popular approach in education, including language teaching, was found to be more effective than traditional classrooms according to meta-analysis of language learning reports. While the effect varied, it was not influenced by age but did vary based on proficiency level. The study suggests further research on when and how flipped learning can be maximized.
LANGUAGE TEACHING RESEARCH
(2023)
Article
Education & Educational Research
Norliza Kushairi, Aidi Ahmi
Summary: This paper examines the current dynamics of flipped classroom studies and proposes future research directions. Research focuses on approaches, strategies, and effectiveness of flipped classroom, with less attention on author's contribution and future development.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Green & Sustainable Science & Technology
Dalibor Gonda, Gabriela Pavlovicova, Anna Tirpakova, Viliam Duris
Summary: This article presents the design of a flipped classroom aimed at reducing student procrastination and enhancing self-regulatory skills. By supporting students in activities outside the traditional classroom setting, the design has shown a statistically significant reduction in procrastination behavior and an increase in the probability of successfully completing the course.
Article
Education & Educational Research
Mustafa Guler, Mehmet Kokoc, Suphi Onder Butuner
Summary: The design of the flipped classroom is increasingly popular in mathematics education, but the effectiveness of flipped classrooms compared to traditional lectures in improving mathematics achievement is inconclusive. This meta-analysis examined the overall effect of flipped mathematics classrooms on student achievement, while considering moderating variables. The results showed a statistically significant effect of flipped classrooms on student achievement, with a moderate effect size.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Education & Educational Research
Murat Debbag, Sevilay Yildiz
Summary: The study found that the Flipped Classroom model can enhance the academic achievement and motivation levels of preservice teachers, leading to increased participation in class and the application of teaching skills. However, technical issues were the main criticism of the model among participants.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Education & Educational Research
Meyliana, Bruno Sablan, Surjandy, Achmad Nizar Hidayanto
Summary: Research conducted at a private university in Indonesia found that flipped learning can increase student motivation and improve educational outcomes, which may serve as guidance for the implementation of flipped learning in other universities.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Green & Sustainable Science & Technology
Chien-Chih Chen
Summary: The study explores the effectiveness and student satisfaction of high-flipped classroom, low-flipped classroom, and traditional blended learning from the perspective of experiential learning theory. Results show that high-FC outperforms low-FC and traditional BL in terms of learning outcomes and satisfaction.
Article
Education & Educational Research
Cesar Torres-Martin, Christian Acal, Mohammed El-Homrani, Angel C. Mingorance-Estrada
Summary: The objective of this study was to investigate the impact of the flipped classroom methodology on students' academic performance compared to the traditional methodology. The results, based on the analysis of academic grades from 1,236 students over a period of ten years (2010/2011 to 2019/2020 academic years), showed significant improvements in academic performance with the flipped classroom approach. Additionally, the results highlighted the effective promotion of student interest, autonomous learning ability, and personal and cooperative relationships through the flipped teaching model.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
(2022)
Article
Education & Educational Research
Aohua Ni, Alan C. K. Cheung, Jieping Shi
Summary: This study examined the effects of the flipped classroom on college students' English learning outcomes. The results showed a positive, moderate impact of the flipped classroom. The availability of review, use of a learning management system, and the constructivist instructional model were significantly related to the effectiveness of the flipped classroom. Special attention needs to be paid to the design characteristics of the flipped classroom to identify the best method for learning improvement.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2023)
Article
Education & Educational Research
Ozgur Tutal, Taha Yazar
Summary: The meta-analysis revealed that flipped classroom has a moderate main effect on academic achievement and learning retention, and a modest main effect on attitude towards course. It was found to be more effective in small classes, primary schools, shorter implementation durations, and across various subject domains.
ASIA PACIFIC EDUCATION REVIEW
(2021)
Article
Business
Leanna Lawter, Petra Garnjost
Summary: This meta-analysis examines the effects of the flipped classroom format on knowledge acquisition and student satisfaction in both quantitative and non-quantitative business courses. Data from 38 studies comparing flipped and lecture classrooms show that the flipped format had a positive impact on knowledge acquisition, especially in non-quantitative courses. However, the effect on student satisfaction was not statistically significant, with higher satisfaction observed in quantitative courses. The study suggests that the flipped classroom approach should not be universally applied in business education, and emphasizes the importance of student engagement in both pre-work and in-class activities.
INTERNATIONAL JOURNAL OF MANAGEMENT EDUCATION
(2023)
Review
Computer Science, Artificial Intelligence
Jose Manuel Jurado-Castro, Salvador Vargas-Molina, Jose L. Gomez-Urquiza, Javier Benitez-Porres
Summary: In recent years, various tools have been used in education to encourage active participation and interaction between students and teachers through personal response systems. This meta-analysis examined the effectiveness of real-time classroom interactive competition (RCIC) in improving academic performance. The study found that RCIC interventions were effective in enhancing academic performance across different educational levels and tools. Short-term and long-term interventions both led to significant improvements. Therefore, RCIC interventions appear to be an effective strategy for improving academic performance.
PEERJ COMPUTER SCIENCE
(2023)
Article
Multidisciplinary Sciences
Cecilia Obi Nja, Richard Ekonesi Orim, Hope Amba Neji, John Okpa Ukwetang, Uduak Edet Uwe, Mary Anari Ideba
Summary: The study found that using the flipped classroom strategy can improve students' attitudes towards chemistry and academic achievement. By allowing students to watch lesson videos repeatedly at home, they can better grasp the concepts. Therefore, the flipped classroom strategy is particularly relevant in developing countries for teaching chemistry.
Article
Biochemistry & Molecular Biology
Kuo-Su Chen, Ming-Ju Hsieh, Min-Ping Huang, Chih-Ken Chen, Ming-Jui Hung
Summary: The study found that TOTR is effective in improving teaching skills for clinical teachers in Taiwan. Factors such as achievement in pre-class learning, class participation, and learner factor may influence the outcome of the flipped classroom learning.
BIOMEDICAL JOURNAL
(2021)
Article
Education, Scientific Disciplines
Charlotte E. Rees, Ella Ottrey, Caitlin Kemp, Tina P. Brock, Michelle Leech, Kayley Lyons, Lynn V. Monrouxe, Julia Morphet, Claire Palermo
Summary: This study explores health care learners' conceptualizations of transitions from final year to new graduate. The findings reveal that there are 10 different conceptualizations categorized as time-bound and linear, ongoing and complex, or related to transition shock. The study emphasizes the importance of developing expanded and sophisticated understandings of transitions to better navigate graduate transitions in the health care field.
Editorial Material
Education, Scientific Disciplines
Rola Ajjawi, Paul E. S. Crampton, Shiphra Ginsburg, Gonzaga A. Mubuuke, Karen E. Hauer, Jan Illing, Karen Mattick, Lynn Monrouxe, Vishna Devi Nadarajah, Nu Viet Vu, Tim Wilkinson, Liz Wolvaardt, Jen Cleland
Article
Medicine, General & Internal
Chia-Chen Wang, Yu-Chin Lily Wang, Yu-Han Hsu, Haw-Chyuan Lee, Yu-Chan Kang, Lynn Valerie Monrouxe, Shao-Ju Chien, Te-Chuan Chen
Summary: This study aimed to explore the factors that affect the perceptions of teachers and students towards an online educational system. The results of principal component analysis showed that extended online feedback had a significant impact on the perceptions of students and raters.
FRONTIERS IN MEDICINE
(2022)
Editorial Material
Medicine, General & Internal
Lynn V. Monrouxe, Jacqueline G. Bloomfield
FRONTIERS IN MEDICINE
(2021)
Article
Medicine, General & Internal
Lynn V. Monrouxe, Madawa Chandratilake, Julie Chen, Shakuntala Chhabra, Lingbing Zheng, Patricio S. Costa, Young-Mee Lee, Orit Karnieli-Miller, Hiroshi Nishigori, Kathryn Ogden, Teresa Pawlikowska, Arnoldo Riquelme, Ahsan Sethi, Diantha Soemantri, Andy Wearn, Liz Wolvaardt, Muhamad Saiful Bahri Yusoff, Sze-Yuen Yau
Summary: This study fills the gap in researching cultural dimensions within the medical student and trainee population by conducting international comparisons. The results show that power distance and masculinity are relatively consistent among medical students and trainees from different countries, while uncertainty avoidance shows the greatest diversity. The study also identifies four country clusters and compares the differences between the data from medical students and trainees and Hofstede's general population data.
FRONTIERS IN MEDICINE
(2022)
Review
Medicine, General & Internal
Bao Lan Hoang, Lynn Valerie Monrouxe, Kuo-Su Chen, Shu-Ching Chang, Neville Chiavaroli, Yosika Septi Mauludina, Chien-Da Huang
Summary: This study conducted a systematic review of medical humanities programs in Taiwan and found that while medical humanities education is widely implemented, there is no clear consensus on its rationale for inclusion or its localization from Western to Asian contexts. The study also identified positive impacts in terms of participants' attitudes, knowledge, and skills, but lacked strong evidence on the effects on students' behaviors or ongoing interaction with colleagues and patients.
FRONTIERS IN MEDICINE
(2022)
Article
Medicine, General & Internal
Chang-Chyi Jenq, Liang-Shiou Ou, Hsu-Min Tseng, Ya-Ping Chao, Jiun-Ren Lin, Lynn V. Monrouxe
Summary: This study explored the evaluation criteria and raters for clinical educators in an East Asian culture, specifically Taiwan, finding that teaching ability was considered a crucial domain by all groups except nurses. The best fit raters for evaluating clinical educators were found to be educators themselves and Post-Graduate Year Trainees (PGYs). Further research is needed to examine the specific domains and populations for evaluating clinical educators in East Asian culture contexts.
FRONTIERS IN MEDICINE
(2022)
Editorial Material
Medicine, General & Internal
Lynn V. V. Monrouxe, Jacqueline G. G. Bloomfield
FRONTIERS IN MEDICINE
(2022)
Editorial Material
Education, Scientific Disciplines
Lynn V. Monrouxe, Charlotte E. Rees
Review
Education, Scientific Disciplines
Samantha Schubert, Niels Buus, Lynn V. Monrouxe, Caroline Hunt
Summary: Our professional identity as health care professionals, including clinical psychologists, is crucial for the realization of health care reforms. The alignment of our professional identity with reform directions is important, and more research is needed to understand the development of professional identities in the mental health care field. Future research should focus on theoretical frameworks and improved methodologies to facilitate this process and enable the implementation of health care reforms.
Editorial Material
Education, Scientific Disciplines
Adam P. Sawatsky, Lynn V. Monrouxe
Article
Public, Environmental & Occupational Health
Samantha Schubert, Niels Buus, Lynn Monrouxe, Caroline Hunt
Summary: This study provides an in-depth exploration of novice healthcare professionals' identity development within formal educational interactions, focusing on clinical psychology trainee supervision. The findings reveal that supervisors' use of quality control or reflective frames in interrogations influences the construction of trainees' identities, and trainees employ impression management tactics to manage face-threat. Maintaining a reflective space in supervision during interrogations poses challenges.
SOCIAL SCIENCE & MEDICINE
(2023)
Article
Education, Scientific Disciplines
Kuo-Chen Liao, Rola Ajjawi, Chang-Hsuan Peng, Chang-Chyi Jenq, Lynn V. Monrouxe
Summary: This study used a narrative approach to investigate how medical trainees construct professional identities in clinical assessment contexts. Two key narrative plotlines were identified and the roles played by trainees in the assessment process were examined. The findings have implications for educators in improving assessment practices and facilitating trainee identity construction.
Article
Nutrition & Dietetics
Merran Blair, Lana Mitchell, Simone Gibson, Charlotte E. Rees, Ella Ottrey, Lynn V. Monrouxe, Claire Palermo
Summary: This study aimed to explore the experiences of dietetics graduates in terms of employment and employability up to 6 months after completing their degree. The findings revealed that many graduates faced difficulties during the job application process, including repeated rejections. They also experienced an uncertain journey to employment and felt pressure from various sources. However, they were able to enhance their employability by utilizing resources. It suggests that providing more placement opportunities and assisting students in developing job-seeking skills, networking, and volunteering experiences during their education can improve their employability.
NUTRITION & DIETETICS
(2023)