Learning Lunch Box presentation by Priyia Pusparajah, Badariah Ahmad & Arkendu Sen
Integrated Flipped (IF) Classrooms: enhancing the learning experience across multiple teaching sites
3. Monash Malaysia began a system of rotating small
groups of Yr 2 students through their rural posting
on a fortnightly basis
Delivery of whole class teaching became a
challenge
The necessity
7. One question led to many more…
When?
Which discipline?
What
topic?
How?
8. The flipped classroom – very, very
briefly…
“Medical students perceive the didactic lecture to be the least
effective learning tool within lecture time compared to more
interactive approaches” Butler (1992)
Flipping the ORDER of CLASS ACTIVITY
and HOMEWORK component of the class
9. A Dhanoa et al (unpublished):
A single Physiology lecture was delivered via flip classroom
module to the Yr 1 MBBS cohort in Monash Malaysia in
2013
The response was highly positive and many students
indicated they would like more flip sessions
Pierce and Fox (2012)
Flipped classroom module for renal pharmacotherapy
among pharmacy students – utilized live recordings of
previous years lectures for students to view followed by
cased based discussions and simulations in class
Students expressed a consistently high preference for the
flipped classroom model relative to the traditional
instructor led model
Background
To the best of our knowledge, this is the first attempt to create a flipped
classroom module integrating more than a single discipline in a medical
curriculum.
10. Beginning of semester
crammed timetable
Students still in the process of adjusting after long
semester break
Respiratory Module
very concept heavy for physiology
Significant overlap in several subtopics for Anatomy
and Physiology (eg Microscopic anatomy (Histology) of
Respiratory tracts as well as Lungs)
What to flip? When to flip?…
13. Integrated Module – an interface between traditional teaching and
modern technology – objective to enhance students learning
Developed digital learning resources
Converted 7 physical lectures to 7 virtual lectures – Vodcast
Used ECHO 360 system
Each virtual lecture - divided into smaller chunks of information – easier
for students to follow
“Mini-vodcast” – 8-10 minutes duration
Each virtual lecture consisted of 6 to 8 mini-vodcasts
BFM - The Process
Content & Technology
14. Dissemination of resources
Initially uploaded mini-vodcast onto MULO/Moodle platform but size
files too large
Uploaded onto Student Drive (K drive) – campus based
Students then downloaded all mini-vodcast onto their pen/USB drive
A Communication line set up with lecturers:-
Blog was set up on MULO for Q&A session
Respond from blog – lukewarm
Most students preferred using social media vs formal blog florum
Ie. SMS/whatsapp – anonymous/shy/inhibited
All queries collated and used to prepare for face-to-face session
BFM
The Process – Preparation & IT
15. BFM - The Process
Challenges & Advantages
Challenges-
Poor audio clarity – student might
lose interest - enhance audio so
students can hear follow the
lecture clearly – technical help
essential*
Editing - time consuming
Give yourself ample time to
prepare these mini-vodcast
MULO/Moodle could not be the
main platform for storage
Consider suitable platform to store
digital resources
Advantages:-
Good for difficult concepts – ie
Respiratory Module
Student can pause and listen and
replay difficult topics multiple
times
Digital resources can be revisited
may times over – useful for
revision (ie preparation of
assessment) vs once off lecture
20. Campus-based – all students attended
A 3 hour session with one short tea break (15 minutes)
All 3 lecturers present there during the session for clarification & discussion
:- Anatomist, Physiologists/Physician
The content of FLIP session conducted based on questions brought up by
students
Clicker Questions - help to cover areas which students did not raise but
lecturers thought was significant
Main objective of face-to-face FLIP session:-
PROVIDE active discussion platform – by identifying “problematic” or “gap
of information” in students learning/understanding
Lecturers can give immediate feedback or “plug the hole”
NOT to duplicate the vodcast
The BFM –
Face-to-face FLIP Session
21. Benefits of the Face-to-Face Session & Clickers Questions:-
For lecturers :- gauge students understanding of the topic
Poor performing Clicker questions – feedback/clarification can be given
immediately to students – “fill the gap”
Good performing Clicker questions – go through quickly
Some “easy questions” did not perform too well – feedback to lecturers
which other areas to cover in following session
For students :- meet & discuss with lecturers from different disciplines at
one learning session
Integrated curriculum – student can literally see how different disciplines
can come together with several lecturers giving their input at one learning
session
More holistic feedback to students– from anatomy, physiology and clinical
point of view
The BFM –
Face-to-face FLIP Session
22. Questionnaire
Content-based – Pre & Post test
Learning experience of the FLIP Session
Background
Information Technology
Vodcast – quite detailed regarding organisation, understanding,
duration, frequency/# of times watch
Face-to-face – feedback, duration, enhance learning
Learning – learning styles
Focus group session
Independent colleague – Dr Susan Thomas
Did student find the teaching method effective
Benefits and problems student faced with the Integrated Module
Evaluation
23. Integrated Curriculum – so actual integration by all
stakeholders:
Of the curriculum (Disciplines)
For the students
By the Lecturers
Advantages
24. MBBS curriculum – in many modules where Team of
lecturers think its appropriate to Flip
Clinical Years with students at multiples sites
Gippsland and Central – bringing equivalence to
teaching in certain topics
Grand rounds etc conducted by specialists from
multiple clinical sites without need to travel or be F2F
in all the times
Potential Applications
Essentially our module is an interface between traditional teaching & utilising technology that we have now to enhance & improve students learning
We developed digital resources by converting 7 physical lectures into virtual lectures/Vodcast
Did you find the integrated flip module to be an effective teaching method to deliver lectures when you were not physically on the main campus?
What were the benefits did you find you obtained from the integrated flip?
What were the problems you faced with using the integrated flip module?
Do you think you would have found it easier to cope with this method of teaching if you were on the main campus?
Did you find it easier to view the recorded live lectures or the mini vodcasts in the e-learning module?
Do you have any suggestions for how this module can be improved?