Abstract:

Numerous studies have explored the effectiveness of a flipped classroom intervention on academic performance and student satisfaction in undergraduate education; yet, few studies have documented flipped classroom design elements. We sought to explore flipped classroom designs, including pre- and in-class activities, in undergraduate health science classes using a systematic review approach. Electronic databases (Education Source, ERIC via ProQuest, Scholars Portal, CINAHL, Pubmed) with the terms "flip* class", "health," and "undergraduate" or "higher education" were searched. Search criteria was further limited to original, peer-reviewed research articles (2010-2021) with quantitative and/or mixed-methods. While a non-randomized, cohort study design was observed in most studies, three studies used a randomized study design (n=3/16; 19%). Among 15 studies reporting on pre-class activities, the use of asynchronous video (n=14/15; 93%), readings (n=8/15; 53%), and assessments (n=7/15; 47%) were used. Further details on asynchronous lecture recordings were reported only on a subset of studies (n=5/15; 33%) with a mean video length of 13±9 minutes. Interestingly, only one study (n=1/15; 7%) utilized automated learning management system reminders to complete pre-class activities. Among 14 studies reporting on in-class activities, case-based learning (n=8/14; 57%), small-group, active learning (n=8/14; 57%), whole-class discussions (n=7/14; 50%), formative assessments (n=2/14; 14%), and problem-based learning (n=1/14; 7%) were used. Although research data quality was limited with minimal classroom descriptions provided, significant heterogeneity exists in the design of flipped classroom interventions. Future research is warranted to determine the relationship between academic performance, student satisfaction, and flipped classroom design in higher education.

Keywords:

Blended learning, case-based learning, curriculum design, flipped classroom, higher education, nursing students.