Distance Flippled Classroom vs. Traditional Flipped Classroom: A comparative study
DOI:
https://doi.org/10.17533/udea.iatreia.104Keywords:
learning, education, distance, medical, undergraduate, coronavirus infectionsAbstract
Introduction: In this study were compared the effects of the Conventional Flipped Classroom (virtual component for independent study + face-to-face component for the interactive discussion of clinical cases) and the Remote Flipped Classroom (FRFC) (virtual component for independent study + “online” component for the interactive discussion of clinical cases), as a teaching / learning strategy in the face of the COVID- 19 pandemic, on the self-directed learning of surgical students.
Methods: Self-directed learning levels, as a result indicator of the change in methodological strategy, were compared in a group of undergraduate students participating in a conventional flipped classroom in 2017 to those of a group of students participating in a remote flipped classroom in 2020, during the surgery course at the Universidad de La Sabana, in Chía - Colombia. For this purpose, the Preparedness Scale for Self-Directed Learning (EPAD), validated to the Spanish language, was used.
Results: In both groups, the levels of self-directed learning were acceptable. No significant effect (positive or negative) of either of the two models of flipped classroom was identified on the self-directed learning
(d Cohen = -0.08; IC95% -0.42 – 0.24).
Conclusions: The remote flipped classroom is an alternative to the conventional inverted classroom that does not compromise the self directed learning of surgery students.
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