Effectiveness of goal-based scenarios for out-of-class activities in flipped classrooms: A mixed-methods study
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Flipped classroom (FC) has gained attention as an active learning approach. Designing effective out-of-class activities to help prepare students for in-class activities is fundamental for successful implementation of FC. This study investigated the effectiveness of Goal-Based Scenarios (GBS) for out-of-class learning in FC. Four out of twelve units in a medical humanities course for Year 2 medical students was redesigned into a FC format, where e-learning modules were designed using a GBS approach for out-of-class activities and classroom debates were implemented for in-class activities. The other eight units were delivered in a conventional classroom debate format, which included reading text materials as pre-class assignments. A formative evaluation study was conducted using questionnaires and interview methods and students’ academic achievements were evaluated by comparing their pre- and post-test scores between FC and conventional units. Students had positive perceptions of the e-learning modules in GBS approach and preferred the structure of learning in the FC format. Students’ pre-test scores were slightly higher in the FC units, yet their post-test scores were comparable with conventional units. This study illustrates students’ perceptions that the learning was bettered structured in FC and that the out-of-class learning using the GBS approach helped them better prepared for in-class activities.
Abstract
Flipped classroom (FC) has gained attention as an active learning approach. Designing effective out-of-class activities to help prepare students for in-class activities is fundamental for successful implementation of FC. This study investigated the effectiveness of Goal-Based Scenarios (GBS) for out-of-class learning in FC. Four out of twelve units in a medical humanities course for Year 2 medical students was redesigned into a FC format, where e-learning modules were designed using a GBS approach for out-of-class activities and classroom debates were implemented for in-class activities. The other eight units were delivered in a conventional classroom debate format, which included reading text materials as pre-class assignments. A formative evaluation study was conducted using questionnaires and interview methods and students’ academic achievements were evaluated by comparing their pre- and post-test scores between FC and conventional units. Students had positive perceptions of the e-learning modules in GBS approach and preferred the structure of learning in the FC format. Students’ pre-test scores were slightly higher in the FC units, yet their post-test scores were comparable with conventional units. This study illustrates students’ perceptions that the learning was bettered structured in FC and that the out-of-class learning using the GBS approach helped them better prepared for in-class activities.
참고문헌 (33)
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