Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

By R. Pierce, J. Fox. American Journal of Pharmaceutical Education, 2012

676 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f6226659c3c470be6bcaf58fa8c7d5c1312bad6f

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Citations in the corpus

The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, neutral): “…Hung, 2015; Kim, Patrick, Srivastava, & Fellow, 2014; Lemley et al., 2013; Love Hodge, Grandgenett, & Swift, 2014; Mason, Shuman, & Cook, 2013; Pierce & Fox, 2012; Street, Gilliland, McNeil, & Royal, 2015; Tune, Sturek, & Basile, 2013; Turan, 2015; Wiginton, 2013) are aligned with the…”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Of the 28 higher-education studies reviewed by O’Flaherty and Phillips (2015), only 11—or fewer than half—reported measures of student performance, and amongst these, only five reported comparisons to a traditional classroomwith comparable exams, assessments, or examquestions that overlapped between”
Learning analytics to unveil learning strategies in a flipped classroom (2017, neutral): “The majority of the reported studies confirmed the educational benefits associated with FL models, such as increased student satisfaction (e.g., Forsey, Low, M., & Glance, 2013), higher course grades (e.g., Pierce & Fox, 2012), and increased attendance (e.g., Prober & Khan, 2013).”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “…a positive outcome (Butt, 2014; Critz & Knight, 2013; Deslauriers, Schelew, & Wieman, 2011; Fulton, 2012; Herreid & Schiller, 2013; McLaughlin et al., 2013; McLaughlin et al., 2014; Missildine, Fountain, Summers, & Gosselin, 2013; Pierce & Fox, 2012; Strayer, 2012; Tune, Sturek, & Basile, 2013).”
The use of flipped classrooms in higher education: A scoping review (2015, background): “(14) Pierce and Fox 2012 USA Redesign of Pharmacy course with FC. Pharmacology students specifically related N = 71 Bench mark and formative assessments 80% of students were satisfied with the use of FC to assist in their learning.”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “This can be reasoned to that medical, nursing, and pharmacy schools all have been challenged to better prepare their students to meet the evolving health care needs of society (Pierce & Fox, 2012).”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, background): “Flipped Classroom Improve learning competence [131] Enhance learning responsibility [122] Enhance intellectual curiosity [132] Enhance intrinsic motivation [133] Enhance flexibility [133] Enhance efficiency [132] Enhance self-confidence [39,40]”
The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “Another survey administered by Pierce and Fox (2012) revealed that 96% of the respondents agreed that viewing video lectures before class was important, 79% agreed that increased teacher-student interaction was desirable, and 62% expressed a desire for more teachers to use the flipped model.”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Another example is Pierce and Fox (2012), who redesigned a 71-student pharmacy course, reporting increased final exam scores compared to that of traditional instruction.”
The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning (2014, neutral): “The flipped classroom model has been recognized as promoting student-centered learning and active learning (Pierce & Fox, 2012).”
Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. (2013, background): “Although previous investigations have suggested that students’ perceived understanding and performance can be improved by promoting active learning (3, 4, 9), the overall effectiveness of these approaches continues to be debated.”