Department of Applied Health, School of Education, Health and Human Behavior, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States.
Department of Nurse Anesthesiology, School of Nursing, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States.
Adv Physiol Educ. 2024 Sep 1;48(3):505-511. doi: 10.1152/advan.00027.2024. Epub 2024 Apr 18.
The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The preclass and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over 4 years, guiding science, technology, engineering, and mathematics (STEM) faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education. Flipped pedagogy shifts content delivery outside the classroom, emphasizing interactive learning during in-class time. The Innovative Flipped Learning Instruction Project (IFLIP) guided science, technology, engineering, and mathematics (STEM) faculty in integrating flipped teaching (FT), tracked experiences during this transition, and provided a framework for FT implementation. A fourth-year symposium fostered collaboration, revealing sustained enthusiasm for FT. The symposium underscored its transformative impact on deepening students' understanding, highlighting its significance in enhancing education quality.
翻转课堂是一种创新的教学方法，它将内容传递转移到课堂之外，利用课堂时间进行互动式学习。这种框架中的课前和课堂活动鼓励学生进行个性化学习和协作解决问题，提高学生的参与度。创新的翻转学习教学项目（IFLIP）在四年的时间里开展了教师发展研讨会，指导科学、技术、工程和数学（STEM）教师将翻转教学（FT）融入他们的课程。该研究旨在评估其对教学实践的影响，探索其有效性，并提供一个在多个机构实施 FT 的框架。它旨在评估这些教育工作者在教学变革过渡期间的体验。在该项目的第四年，组织了一个研讨会，让 IFLIP 参与者分享他们在 FT 方面的经验和发现。这个研讨会有助于促进 IFLIP 参与者和对 FT 感兴趣的教师之间的合作，传播参与者在实施 FT 策略方面的知识和经验。研讨会结束时进行的一项调查显示，有 FT 经验的教师参与者继续接受这种教学法，新的采用者表示打算将其纳入他们的课程。调查显示出积极的反应：93%的受访者计划在未来的课程中整合 FT 方法，90%的人从研讨会中获得了新信息，并打算实施，91%的人可能会向同事推荐 FT。最终，研讨会强调了 FT 在赋予教育工作者权力以加深学生概念理解方面的变革性影响，强调了这种教学方法在提高教育质量方面的重要性。翻转教学将内容传递转移到课堂之外，强调课堂内的互动学习。创新的翻转学习教学项目（IFLIP）指导科学、技术、工程和数学（STEM）教师整合翻转教学（FT），跟踪这一转变过程中的经验，并提供了一个 FT 实施框架。第四年的研讨会促进了合作，揭示了对 FT 的持续热情。研讨会强调了它对加深学生理解的变革性影响，强调了它在提高教育质量方面的重要性。
