Abstract:

Introduction:
The classroom flip or inverted classroom is one such innovative classroom structure that moves the lecture outside the classroom via technology, and moves homework and practice with concepts inside the classroom via learning activities. With the delivery of course content outside of class, professors introduce activities inside the classroom that give students the opportunity to engage material in an environment where other students and the professor are present to aid in the learning process. When they are in class, students are solving problems with their professors or peers, and applying what they learn to new contexts. They continue this process on their own outside class.

Aims:
To implement the flipped classroom in order to help students to master basic histologic principles, integrate histologic structure with physiological function, and assist students in forming mental models with which to organize and integrate new information into their learning. We will use the classroom as the place to work through problems, concepts, and engage in collaborative learning. Moreover, the most important goal of this innovative environment for learning is provide students with formative feedback to identify performance gaps and monitor progress.

Method:
Our course redesign consisted of three elements: 1) reordering the presentation of the course content in an attempt to teach specific content outside of classroom by reading, watching recorded lectures, or listening to podcasts. 2) Incorporating active and problem-based learning into every lecture, students must investigate using a variety of resources. 3) Adopting collaborative strategies to create a more student-centered learning environment. As a tool for formative assessment we will use portfolio.

Results:
Interactivity is a key determinant of the quality of any learning environment. But the quality of interactivity is strongly related to the authenticity of the tasks or activities. The more similar learning tasks are to real world tasks, the more likely students are to be engaged in the tasks and the more likely they are to develop knowledge, skills and attitudes that will transfer to real contexts. Preliminary evidence suggests that collaborative learning has a positive impact on students’ outcomes. But some students dislike this learning environment because they cannot passively receive material in class.

Conclusions:
Collaborative learning and interactive lessons based in flipped classroom are learning environments for formative purposes and help students identify performance gaps and promote student responsibility for learning.

Keywords:

Active learning, centered-student learning, flipped classroom, collaborative learning, histology.