Assessment of blended biochemistry classes based on massive open online courses and a "semi-flipped" learning environment.

Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher-order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as the accessibility of technology, and it may not be appropriate for all students and courses. In this study, a new blended biochemistry classroom model based on massive open online courses and a "semi-flipped" environment was applied to the students enrolled in three majors (stomatology, pharmacy, and preventive medicine) at Cheeloo College of Medicine, Shandong University, China.

How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a "semi-flipped" environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors.