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蜜柚视频 Heritage College of Osteopathic Medicine
Heritage Hall, Athens, OH 45701

Flipped Learning

Flipped Learning

  • Watch: .
  • Apply Bloom鈥檚 revised taxonomy to flipped classrooms (as described in the video) to help facilitate flipped learning: 

Before Sessions

  • Remember
  • Understand
  • Apply

During Sessions

  • Analyze
  • Evaluate
  • Create

Why Flip?

  • Students learn more deeply
  • Students are active participants in learning
  • Student interaction and learning increases
  • Instructors and student get immediate and focused feedback

Flipped Classrooms

  • .
  • Reflect: What is the best use of face-to-face class time?

Calculating Students鈥 Time To Complete Pre-Work 

COCA Standard 6, Element 6.7, Self-Directed Learning states, 鈥渢he curriculum includes鈥ime for independent study to allow students to develop skills for lifelong learning鈥 (p. 28). While flipped classrooms such as TBLs can facilitate self-directed and lifelong learning, providing time for independent study (i.e., study outside of class time) requires estimating students鈥 timespent on assigned pre-work for two major reasons: Student Learning (Klatt & Klatt, 2011) and Student Well-Being (Bartlett & Fowler, 2020). 

In a study by Klatt and Klatt (2011), it was found medical students reported reading speeds of cognitively challenging material at a rate 鈥渘o faster than 150 words per minute鈥 (p. 1079) and only for an average of 6 hours per day to complete assigned reading only once. In addition, a meta-analysis by Brysbaert (2019) revealed reading speeds vary according to a host of variables that have not been well defined(Brysbaert, 2019). 

Thus, calculating student time to complete pre-work is challenging, and methods vary for calculating students鈥 time to complete readings and assignments. This calculator has been implemented at other colleges of medicine with (anecdotal) success (as determined by faculty satisfaction with ease of use and trustworthiness):

  • .

Practice Tips

Student Engagement

Extend learning beyond class through individual and collaborative practice. Try: 

  • Practice questions (board-style and in-class style 鈥 meaning, focused on class content) TIP: Writing MCQs (no access to link)
  • Concept maps (page not found) , Can be used for

Role of Instructor

Content Expert &  Learner Empowerment 鈥 You develop materials, sessions, and assessments;  AND/OR clarify connections; provide feedback, resources, & support for learning (for students & for colleagues!): 

  • Clarify connections between inside and outside of class learning (see above). Consider:
    • What content do students need to know before class to  successfully engage in the learning activity during  class?**
    • What part of the current pre-work assignment could be moved inside the class to help students practice applying the content?
    • What practice do students need inside class to prepare them for the assessment?**
      鈥淲hat we choose to evaluate tells our participants about what we value鈥 鈥

Stay in the Know with Flipped Classroom Resources

References & Further Reading

  • Bartlett, J., & Fowler, K. (2020). Social Psychiatry and Psychiatric Epidemiology, 55, 1215-1221. 
  • Brysbaert, M. (2019). . Journal of Memory and Language, 109. 
  • IAMSE Manuals: Book Series -
  • Klatt, E.C., & Klatt, C.A. (2011).. Academic Medicine, 86(9), 1079-1083. https://10.1097/ACM.0b013e31822579fc
  • Zheng, L., Bhagat, K. K., Zhen, Y., &  Zhang, X. (2020). , 23(1), 1鈥15.