Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.

Background: During the COVID-19 pandemic, some instructors transitioned their courses into a fully online environment by adopting flipped learning. In this context, this review examined the challenges to fully online flipped learning and identified useful course-design elements for practicing this instructional approach in health professions education.

Methods: We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for selecting relevant articles.

Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions.

Although fully online learning is now the 'new normal' in many parts of the world, its implementation is often beset by challenges such as the lack of student self-regulation, and the sense of isolation. In this paper, we explored the use of chatbots to support student goal setting (Study 1) and social presence (Study 2) in online activities. In Study 1, participants in a fully online course were invited to complete a goal setting activity prior to attending class via a chatbot.

Incorporating fantasy into gamification promotes student learning and quality of online interaction.

We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challenge-collaboration model in semester one of the 2020-2021 academic year ( = 26).

Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study.

Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement.

Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020.

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach.

Transitioning to the "new normal" of learning in unpredictable times: pedagogical practices and learning performance in flipped classrooms.

The COVID-19 outbreak has compelled many universities to immediately switch to the online delivery of lessons. Many instructors, however, have found developing effective online lessons in a very short period of time very stressful and difficult. This study describes how we successfully addressed this crisis by transforming two conventional flipped classes into flipped classes with the help of a cloud-based video conferencing app.

Flipped classroom improves student learning in health professions education: a meta-analysis.

Background: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach.

A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research.

An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education.

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students.

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers' pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM).

An online listserv for nurse practitioners: a viable venue for continuous nursing professional development?

This study reports the results of a qualitative study involving a large and longstanding online nurse listserv in the United States. A sample of 27 critical care and advanced-practice nurse practitioners was interviewed using semi-structured individual interviews. This study found evidence that participation in an online listserv offers a viable avenue for the continuous professional development of nurses by providing nurses the opportunity to make more informed decisions about their professional practice and keeping abreast with up-to-date changes in their specialty areas when they shared knowledge with one another.