Academic English course for the health sciences: evolution towards a flipped classroom

Forfattere

  • Claire Gudex University of Southern Denmark
  • Jude Pedersen Pedersen Translation and Language Services
  • Christopher Kjær University of Southern Denmark (earlier)

DOI:

https://doi.org/10.7146/lom.v17i29.142203

Nøgleord:

Academic English, Active learning, Flipped Classroom, Adult Learning, Work-based Learning

Resumé

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

Downloads

Download-data er endnu ikke tilgængelig.

Forfatterbiografi

Jude Pedersen, Pedersen Translation and Language Services

Professional English teacher and proofreader. 

https://www.pedersentranslations.dk/

Referencer

Bates, T. (2016). Are you ready for blended learning? https://www.tonybates.ca/2016/12/12/are-we-ready-for-blended-learning/

Beatty, B. J. (2019). Hybrid-flexible course design: implementing student-directed hybrid classes. EdTech Books. https://doi.org/10.59668/33

Boud, D., & Solomon, N. (2001). Work-based learning : a new higher education? Society for Research into Higher Education & Open University Press.

Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184

Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 51(6), 585-597. https://doi.org/10.1111/medu.13272

Christensen, I.-M. F., Hansen, P. S., & Kjær, C. (2016). How do you design a good study start for blended and distance learning courses? Blackboard Teaching and Learning Conference, Bocconi University, Milano, Italy.

Croasmun, J. T., & Ostrom, L. T. (2011). Using Likert-Type Scales in the Social Sciences. J Adult Educ, 40, 19-22.

Dash, S., Samadder, S., Srivastava, A., Meena, R., & Ranjan, P. (2021). Review of online teaching platforms in the current period of COVID-19 pandemic. Indian J Surg, 84, 1-6. https://doi.org/10.1007/s12262-021-02962-4. Epub ahead of print.

Dombrowski, T., Wrobel, C., Dazert, S., & Volkenstein, S. (2018). Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology. BMC Med Educ, 18(1), 294. https://doi.org/10.1186/s12909-018-1398-5

Eachempati, P., & Ramnarayan, K. (2020). Covido-pedago-phobia. Med Educ, 54(8), 678-680. https://doi.org/10.1111/medu.14257

Edinburgh, T. U. o. (2023). Reflection toolkit - Gibbs' Reflective Cycle. Retrieved 28 August 2023 from https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

El Sadik, A., & Al Abdulmonem, W. (2021). Improvement in Student Performance and Perceptions through a Flipped Anatomy Classroom: Shifting from Passive Traditional to Active Blended Learning. Anat Sci Educ, 14(4), 482-490. doi: 10.1002/ase.2015. Epub 2020 Sep 28. PMID: 32881423.

Fatima, S. S., Arain, F. M., & Enam, S. A. (2017). Flipped classroom instructional approach in undergraduate medical education. Pak J Med Sci, 33(6), 1424-1428. https://doi.org/10.12669/pjms.336.13699

Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34(3), 256-270. https://doi.org/10.1080/01587919.2013.835771 Hew, K.F., & Lo, C.K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ, 18(1):38.

Illeris, K. (2004). Learning in working life. Roskilde University Press.

Karanicolas, S., Loveys, B., Riggs, K., Mcgrice, H., Snelling, C., Winning, T., & Kemp, A. (2016, 2016-11-27 - 2016-11-30). The rise of the flip: Successfully engaging students in pre-class activities through the use of technology and a flipped classroom design template. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning (ASCILITE 2016), https://eprints.qut.edu.au/132361/

Khojasteh, L., Hosseini, S. A., & Nasiri, E. (2021). The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques. Res Pract Technol Enhanc Learn, 16(1), 17. doi: 10.1186/s41039-021-00165-9

Lea, M., & Street, B. V. (2006). The "Academic Literacies" Model: Theory and Applications. Theory Into Practice, 45, 368-377.

Lucas, C., Gibson, A., & Shum, S. B. (2019). Pharmacy Students' Utilization of an Online Tool for Immediate Formative Feedback on Reflective Writing Tasks. Am J Pharm Educ, 83(6), 6800. https://doi.org/10.5688/ajpe6800

McKenny, S. (2016). Researcher–Practitioner Collaboration in Educational Design Research: Processes, Roles, Values, and Expectations. Chapter 8 in M. A. Evans, M. J. Packer, & R. K. Sawyer (Eds.), Reflections on the Learning Sciences (pp. 155-188). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781107707221

Schrenk, N., Alves, K., Schrenk, B., & Van Dam, D. J. (2021). Reflecting on best practices for online learning in a post-COVID-19 world. Online Learning.

Tritter, J. Q., & Landstad, B. J. (2020). Focus groups. In N. Mays & C. Pope (Eds.), Qualitative Research in Health Care (4th ed., pp. 57-66). Wiley-Blackwell.

Wilkinson, J. (2018). Engagement in higher education. Who’s not engaging? Journal of Learning Development in Higher Education, 0(0). https://doi.org/10.47408/jldhe.v0i0.474

Wingate, U. (2012). Using Academic Literacies and Genre-Based Models for Academic Writing Instruction: A "Literacy" Journey. Journal of English for Academic Purposes, 11, 26-37.

Downloads

Publiceret

15-05-2024

Citation/Eksport

Gudex, C., Pedersen, J., & Kjær, C. (2024). Academic English course for the health sciences: evolution towards a flipped classroom. Tidsskriftet Læring Og Medier (LOM), 17(29). https://doi.org/10.7146/lom.v17i29.142203

Nummer

Sektion

Artikler uden for tema