Abstract

The flipped classroom model was adopted in which a process oriented guided inquiry learning (POGIL) activity was developed and conducted in class to complement previously viewed didactic lectures. Student learning was evaluated using performance on the POGIL activity, and on three assessments. Students’ final exam performance was also compared to the prior year student performance in which no flipped classroom oriented learning activities occurred. The mean student grades for the students in the flipped classroom model increased 5.4% over the previous years. The addition of active-learning activities implemented in the flipped classroom model accompanied improved student performance in this study. Student evaluations of the activity suggested the flipped model varied from the majority of the other pharmacy classes and was universally endorsed by students as an engaging and effective instructional model.

Citation

Pierce, R. (2013). Student Performance in a Flipped Class Module. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 942-954). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

© 2013 AACE