Use start-of-class quizzes on pre-class video content as a regular part of flipped in-class sessions¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (2 quant-synthesis), q2–q4 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

The article recommends that instructors use short quizzes at the beginning of face-to-face sessions to assess students' mastery of the pre-class videos. Quizzes help students recall prior knowledge, let instructors identify and remediate misconceptions, and motivate students to watch the videos. The article states this "implies that instructors use quizzes as a regular part of the in-class activities to assess students’ mastery of the pre-class learning materials."

Design Implications¶

Context¶

Requirements¶

• Pre-recorded video lectures must be provided before class so the quiz can assess learning of the pre-class materials

Constraints¶

• Evidence comes from a moderator comparison across studies, not from a randomized manipulation of quizzes within studies

Target Learners¶

• health professions students, including medical, pharmacy, nursing, dental, and public health learners

Target Learning Goals¶

• improved performance on objective course assessments of subject-matter knowledge

Claims¶

• Flipped classroom effects are larger when instructors use quizzes at the start of in-class sessions [+W]
• Flipped classroom design features — start-of-class quizzes, patient case discussion, and short pre-class videos — are each associated with advantages over traditional teaching [+W]

Related Strategies¶

• Limit flipped classroom video duration to around 20 minutes and use opening quizzes
• Keep pre-class teaching videos short (10–20 minutes), goal-targeted, and followed by checking homework
• Flipped Classroom
• Keep online lecture videos under twenty minutes and segment by topic with speed control
• Iteratively improve pre-session homework by adding explanations of thesaurus structure and revising assessments based on demonstrated student difficulties

Examples¶

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Key Sources¶

• HEW Khe Foon; LO Chung Kwan. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-018-1144-z