Nursing is challenged by requiring an extremely intense curriculum to be delivered to students in a very short amount of time. A solution the nursing department adopted in Fall 2012 to alleviate this problem is "Flipping" the classroom! "Flipping" is a new innovative teaching style that parallels with EMCC Learning College Guiding Principles. The students are given lectures and power point slides in the form of a video to be viewed before class and in-class time is devoted to exercises, case studies and discussions. By having this preparation, classroom activities enable the instructor to facilitate the analysis, synthesis and evaluation of assigned content. Based on student feedback, this shift in teaching style has become very well received by EMCC Block 1 & Block 2 nursing students. Additionally, upon assessing the implementation of it in Block 1 Nursing curriculum, there was an improvement by 9% in exit scores (HESI) from Fall 2011 to Fall 2012. "Flipping" is now the preferred mode of instruction.
Attached is more rationale for "Flipping."
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| flipping-rationale.docx | 19.04 KB |
Comments
There is a lot of information out there on the flipped classroom model, with the pros being the ability to devote classroom time to interactive case studies and discussion rather than introducing new material. Students become "responsible for their own learning", and are much better prepared to defend and critique arguments using analysis and synthesis skills instead of simply understanding what is presented. Two questions I think need to be considered when flipping classrooms are:
Do you have any ideas or any feedback from your students on these questions?
In reply to There is a lot of information out there on the flipped by Marianne Smith
Good point on the equal access to technology Marianne. A broadband connection is the standard, but other work arounds (like downloading the video before going home) could also be used.
Well done, Erika! I applaud you for trying out a new method, measuring its implementation, and drawing a conclusion to continue with the new based on assessment data. You have truly "closed the loop!" In addition to the questions Marianne posed above, I would add "How do you hold students accountable for their out-of-class assignments?" That is, how do you know that they have done the assignment prior to entering the class? I look forward to your feedback!
Erika, I'm glad that you have seen such a dramatic increase in exam scores based on this change. I think this is a much better use of class time than straight lecture, and it is clear the students are getting more from it.
What a great way to engage students. I love that lectures can be accessed on the go and that students come to class prepared to discuss and debate material and ideas. Thanks!
Enlightened. Have had all content online for years as a way to make it possible for students to keep up if miss class. Never occurred to expect people to know content before class.
"Flipping"
The idea that the students can access the lesson information prior to class should enable them to increase their performance on assignments and increase student engagement while learning about the material. This should increase their retention of the material to use in other class assignments. Plus allowing students to work collaboratively should increase their work place skills. Great job!
We continue to use Flipping in nursing, but have found VoiceThread works a bit better instead of Vimeo. VoiceThread allows the students to comment on the lecture and ask questions. VoiceThread notifies the instructor, then we can go back and answer the individual as well as the class at the next lecture. Students continue to improve their quiz scores and apply the information in the classroom or clinical setting.