To the content
3 . 2022

STUDENTS’ ATTITUDE TO BLENDED LEARNING USING THE «FLIPPED CLASSROOM» TECHNOLOGY

Abstract

The aim of this study is to conduct a comparative analysis of students’ attitudes to the «inverted classroom» technology and traditional learning.

Material and methods. To achieve the aim of the study, the method of pedagogical experiment was used. 124 students of Sechenov University, who were divided into 2 equal groups, were involved in filling out a specially designed questionnaire survey card. The experimental group of students studied using the «inverted classroom» technology, and the control group studied using the traditional form of training. The results of students’ training were evaluated based on the materials of a questionnaire survey and written answers of respondents to control questions.

Results. The successful use of the «inverted classroom» technology became possible with the development of computer multimedia technologies, which made it possible to create educational videos used by teachers instead of classroom lectures, which helps to increase the time for the practical part of classes. Most students have a positive attitude to mixed learning using the «inverted classroom» technology, due to the development of new topics independently in comfortable home conditions. In order to attract students to independent training and activate their teamwork during classroom classes, it is advisable to appoint tutors from among the most motivated students who are informal leaders in the group. In the process of independent preparation of students and during classroom classes, educational work should be carried out with them. To achieve maximum efficiency when using the «inverted classroom» technology, it is necessary to take into account objective and subjective factors that affect the quality of students’ mastering of educational material.

Conclusion. The results obtained in the course of the study indicate that the technology «inverted classroom» is a promising direction for the development of a system of mixed learning of students.

Keywords:blended learning; technology «inverted classroom»; independent training; student; tutor

Funding. The study had no sponsor support.

Conflict of interest. The author declares no conflict of interest.

For citation: Tregubov V.N. Students’ attitude to blended learning using the «flipped classroom» technology. Meditsinskoe obrazovanie i professional’noe razvitie [Medical Education and Professional Development]. 2022; 13 (3): 55–66. DOI: https://doi.org/10.33029/2220-8453-2022-13-3-55-66 (in Russian)

References

1.Arnaut M.N. The «inverted class» model as a marketing tool for university educational services. Prakticheskiy marketing [Practical Marketing]. 2016; 6 (232): 10–5. (in Russian)

2.Basargin A.A. «Inverted class» as an innovative model of education at a university. Aktual’nye voprosy obrazovaniya [Current Issues of Education]. 2020; (2): 38–41. (in Russian)

3.Gnutova I.I. From «inverted class» to «inverted learning»: the evolution of the concept and its philosophical foundations. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2020; 3 (29): 86–95. DOI: https://doi.org/10.31992/0869-3617-2020-29-3-86-95 (in Russian)

4.Itinson K.S. Technology «inverted class» in the university: potential and problems of implementation. Azimut nauchnykh issledovaniy: pedagogika i psihologiya [Azimut of Scientific Research: Pedagogy and Psychology]. 2020; 9 [3 (32)]: 117–9. DOI: https://doi.org/10.26140/anip-2020-0903-0024 (in Russian)

5.Mag’yarova S.A., Morkhova I.V. «Inverted classroom» as a model of innovative learning. Nauka i obrazovanie segodnya [Science and Education Today]. 2020; 6-1 (53): 44–5. (in Russian)

6.Kang H.Y., Kim H.R. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Med Educ. 2021; 21 (1): 78. DOI: https://doi.org/10.1186/s12909-021-02508-y

7.Khojasteh L., Hosseini S.A., Nasiri E. The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques. RPTEL (Research and Practice in Technology Enhanced Learning). 2021; 16 (1): 17. DOI: https://doi.org/10.1186/s41039-021-00165-9

8.Tikhonova N.V. Technology «inverted classroom» in higher education: potential and problems of implementation. Kazanskiy pedagogicheskiy zhurnal [Kazan Pedagogical Journal]. 2018; 2 (127): 74–9. (in Russian)

9.Becker R., Birdi A. Flipping the classroom: old ideas, new technologies. IREE [International Review of Economics Education]. 2018; 29: 1–5. URL: http://www.journals.elsevier.com/international-review-of-economics-education DOI: https://doi.org/10.1016/j.iree.2018.06.001

10. Borzova T.A. Principles of the organization of the first-year SRS in the technology «inverted class». Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2018; 8-9 (27): 80–8. DOI: https://doi.org/10.31992/0869-3617-2018-27-8-9-80-88 (in Russian)

11. Puchkov N.P., Zabavnikova T.Yu. On the question of students’ self-development in the conditions of a modern technical university. Obrazovanie i samorazvitie [Education and Self-Development]. 2017; 12 (4): 28–34. (in Russian)

12. Manakova L.M. Integration of forms of presentation of educational material in the model «inverted learning». Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2020; 29 (5): 85–94. DOI: https://doi.org/10.31992/0869-3617-2020-29-5-85-94 (in Russian)

13. Garner B., Chan M. Student perceptions of learning and engagement in a flipped versus lecture course. Bus Prof Commun Q. 2019; 82 (3): 357–69. DOI: https://doi.org/10.1177/2329490619833173

14. Reshetnikov V.A., Tregubov V.N., Sokolov N.A. Experience in training health managers in the laboratory of the skill of «Health leadership». Meditsinskoe obrazovanie i professional’noe razvitie [Medical Education and Professional Development]. 2018; 1 (31): 156–64. (in Russian)

15. Kaigorodtseva N.V., Shkuro E.Y. Application of the concept of «inverted class» in the system of higher education. Omskiy nauchniy vestnik. Seriya Obshchestvo. Istoriya. Sovremennost’ [Omsk Scientific Bulletin. Series Society. History. Modernity]. 2016; (1): 61–4. (in Russian)

16. Luth de Yager. The impact of the inverted classroom as a type of online learning on teachers. Voprosy obrazovaniya [Problems of Education]. 2020; (2): 175–203. (in Russian)

17. Chaynikova G.R. Analysis of adaptation of students studying under the «Inverted classroom» model to the conditions of distance learning. Otkrytoe obrazovanie [Open Education]. 2020; 5 (24): 63–71. DOI: http://dx.doi.org/10.21686/1818-4243-2020-5-63-71 (in Russian)

18. Yang F., Lin W., Wang Y. Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship. BMC Med Educ. 2021; 21 (1): 276. DOI: https://doi.org/10.1186/s12909-021-02723-7

19. Borzova T.A. The teacher as the main link of the technology «inverted class». Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2018; 27 (5): 42–9. (in Russian)

20. Kovaleva T.M., Sukhanova E.A., Gulius N.S. Transition to the tutor model of a modern university: prerequisites, precedents, management tasks. Universitetskoe upravlenie: praktika i analiz [University Management: Practice and Analysis]. 2017; 21 [6 (112)]: 101–13. (in Russian)

21. Goryunova L.V., Mkrtchyan N.M. Features of the tutor’s activity in the German education system. Problemy sovremennogo pedagogicheskogo obrazovaniya [Problems of Modern Pedagogical Education]. 2016; (53-9): 196–205. (in Russian)

22. Tregubov V.N. Transformation views on conducting educational work with future doctors at the department of an educational organization. Vestnik Moskovskogo universiteta. Seriya 20: Pedagogicheskoe obrazovanie [Bulletin of the Moscow University. Series 20: Teacher Education]. 2021; (3): 106–17. (in Russian)

23. Alekhin I.A., Trenin I.V. Education and training in a military university with the help of information and educational environment resources. Mir obrazovaniya – obrazovanie v mire [World of Education – Education in the World]. 2018; 3 (71): 151–63. (in Russian)

CHIEF EDITOR
CHIEF EDITOR
Balkizov Zalim Zamirovich
Professor of the Department of Professional Education and Educational Technologies, Associate Professor of the Department of Hospital Surgery of the N.I. Pirogov Russian National Research Medical University of the Ministry of Health of the Russian Federation, member of the Coordinating Council for Personnel Policy of the Ministry of Health of the Russian Federation, Adviser to the President of the National Medical Chamber, Executive Secretary of the Commission for Accreditation of Continuing Medical Education Events in the National Medical Chamber, Secretary General of the Russian Society of Medical Specialists General Representative of the Association for Medical Education in Europe, General Director of GEOTAR-Med
Вскрытие
Medicine today

Приветствуем вас в новом 2023 году, который мы встретили с надеждой и неизменно с планами на будущее! Традиционно в феврале ученики Николая Олеговича Миланова, сотрудники основанной им кафедры в Сеченовском Университете, планируют проведение уже девятой мемориальной...

Уважаемые коллеги! 10.02.2023 состоится Совместный научно-образовательный симпозиум Национальной Ассоциации по тромбозу и гемостазу и ФГБНУ "Научный центр неврологии" "Тромботические проблемы при цереброваскулярной патологии и коморбидных процессах". Начало регистрации в...

Приглашаем специалистов Сибирского федерального округа 9-10 февраля посетить Школу РОАГ! Успешно продолжается образовательная работа общероссийского проекта "Школы РОАГ". Очередная встреча пройдет 9-10 февраля в онлайн-формате и объединит врачей Иркутска, Кемерово, а также...


Journals of «GEOTAR-Media»