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Titulo Artículo:
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Fecha de publicación:
2018.
Autores :
Michael Rudolph;
Craig Kimble;
Lisa Smith ;
Nicole Rockich-Winston ;
Kimberly Broedel-Zaugg;
Chris Gillette ;
Autor corporativo:
American journal of pharmaceutical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
5
Idioma:
Inglés
Páginas:
0
ISBN:
1553-6467
Existencias:
0
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Fecha de publicación:
2018.
Autores :
Michael Rudolph;
Craig Kimble;
Lisa Smith ;
Nicole Rockich-Winston ;
Kimberly Broedel-Zaugg;
Chris Gillette ;
Autor corporativo:
American journal of pharmaceutical education,
Editores:
Medline-PubMed ;
Signatura Topográfica:
5
Idioma:
Inglés
Páginas:
0
Existencias:
0
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Autores:
Michael Rudolph
,
Craig Kimble
,
Lisa Smith
,
Nicole Rockich-Winston
,
Kimberly Broedel-Zaugg
,
Chris Gillette
,
.
Titulo Revista:
American journal of pharmaceutical education,
.
Numero:
5
Volumen:
82
Fecha de publicación:
2018.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
0
Página Final:
0
ISBN:
1553-6467
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Título Medline-PubMed :
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Autores :
Michael Rudolph;
Craig Kimble;
Lisa Smith ;
Nicole Rockich-Winston ;
Kimberly Broedel-Zaugg;
Chris Gillette ;
Autor corporativo:
American journal of pharmaceutical education,
Fecha de publicación:
2018.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Título Medline-PubMed :
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Autores :
Michael Rudolph;
Craig Kimble;
Lisa Smith ;
Nicole Rockich-Winston ;
Kimberly Broedel-Zaugg;
Chris Gillette ;
Autor corporativo:
American journal of pharmaceutical education,
Fecha de publicación:
2018.
Paginas:
0.
ISBN:
1553-6467 .
Idioma:
Inglés
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
Titulo Artículo:
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Resumen:
Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.
Fecha de publicación:
2018.
Autor corporativo:
American journal of pharmaceutical education,
.
Idioma:
Inglés
Palabras claves:
Flipped classroom
Student Outcomes
Lecture
Público objetivo:
Docentes
Investigadores
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Michael Rudolph; A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture(2018). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2098
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Michael Rudolph Craig Kimble Lisa Smith Nicole Rockich-Winston Kimberly Broedel-Zaugg Chris Gillette Michael Rudolph Craig Kimble Lisa Smith Nicole Rockich-Winston Kimberly Broedel-Zaugg Chris Gillette A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture. 2018; 82Ed. 0.
