Abstract
Flipped classroom structures are increasingly prevalent in higher education and facilitating student preparation is a necessary ingredient to maximize effectiveness of the approach. This research expanded upon a yearlong pilot study comparing two types of accountability homework in flipped and traditionally structured first year master’s level healthcare classrooms. Outcome measures included perceived learning, satisfaction, and usefulness of concept maps (CM) versus question-answer-rationale (QAR) homework. Study sample (n = 77) participants were randomly assigned to either CM or QAR homework group for a period of 4 weeks. Then, participants completed the alternate homework type for a subsequent 4 weeks. Findings indicated that perceived learning, satisfaction, and usability of the method was significantly greater in the CM group as compared to the QAR group in both traditional and flipped classrooms. The use of accountability homework assignments is discussed for both classroom types.
Keywords
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
