The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School

By Jacqueline E. McLaughlin, Mary T. Roth, Dylan M Glatt, Nastaran Gharkholonarehe, Christopher A. Davidson, LaToya M. Griffin, Denise A. Esserman, R. Mumper. Academic medicine : journal of the Association of American Medical Colleges, 2014

1,221 citations recorded by the source corpus.

Subfields: Education, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/a634dd461038d079a78841391a0bdd1cb37c3cc1

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Citations in the corpus

Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, methodology): “Student Presentations McLaughlin et al. (2014) had groups of four to five students prepare a summary of class readings and create presentation materials.”
The flipped classroom: for active, effective and increased learning – especially for low achievers (2016, background): “Several studies report that students enjoy being able to learn in their own pace and that they prefer flipped classroom over traditional approaches (Butt, 2014; Davies et al., 2013; Larson & Yamamoto, 2013; McLaughlin et al., 2014; Roach, 2014; Gilboy et al., 2015).”
Using the flipped classroom to enhance EFL learning (2017, background): “Studies have shown that flipped learning significantly enhances student learning performance (Day & Foley, 2006; Deslauriers & Wieman, 2011; Hung, 2015; McLaughlin et al., 2014; Zappe et al., 2009) and student engagement (Dill, 2012), produces enhanced learning outcomes (Baepler, Walker & Driessen, ”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “It is evident from the literature that this approach may facilitate students’ attention on certain problems or discussions by engaging them in enriched conditions and formats (McLaughlin et al., 2014).”
Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability (2017, background): “The flipped classroom has students learn at home (readings, video-recorded lessons) and use class time to engage this content through activities that deepen the engagement with the material [64,65].”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, background): “…Halili & Zainuddin, 2015; Kim, Patrick, Srivastava, & Fellow, 2014; Rutkowski & Moscinska, 2013) and students have opportunity to receive immediate feedback (Arshad & Imran, 2013; McGivney-Burelle & Xue, 2013; McLaughlin et al., 2014; Milman, 2012) explained the students’ achievement increase.”
The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “The flipped classroom—sometimes called reverse (Halili & Zainuddin, 2015), backwards (McLaughlin et al., 2014), inverted (Bates & Galloway, 2012), and upside down (Zhang, Ma, & Liu, 2014) classroom—is an instructional model that inverts the traditional lecture-plus-homework format (Arnold-Garza,…”
Enhancing student engagement using the flipped classroom. (2015, background): “Student-centered goals structured the course redesign with active learning strategies such as pair-and-share activities, student presentations and discussions, and individual or paired quizzes empowering students to reach higher levels of Bloom's taxonomy.(13) The researchers stated that students in”
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015, neutral): “14:ar5, 1”