Naing, Cho, Chellappan, Dinesh Kumar, Shew Fung, Wong, Riegelman, Amy, and Whittaker, Maxine A. (2019) Protocol: the effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: a systematic review. Campbell Systematic Reviews, 15 (3). e1041.

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Abstract

[Extract] The teaching and learning activities of any undergraduate curriculum will have a specific set of learning outcomes that should be successfully achieved by the students. The balance between the workload of a student and the available time to achieve the learning outcomes plays a major role in achieving these learning outcomes, as well as a good student satisfaction score and excellent final grades for that particular module (Whillier & Lystad, 2013). In a traditional educational experience, a teacher stands in front of the classroom, delivers a lecture to a group of students, who sit in rows, quietly listening to the lecture and taking notes. At the end of the lecture, students are given homework or an assignment to be completed outside of the classroom environment. This characterises the principle of “sage‐on‐the stage”, and is synonymous with the present day term of teacher‐centered learning. This is also referred to as the transmittal model (King, 1993), which assumes that the students are passive note‐takers, receivers of the content or accumulators of factoids (Morrison, 2014). Usually, the teacher does not have time to interact with the students individually during the class (Hamdan, McKnight, McKnight & Arfstorm, 2013), thus neglecting those students who do not understand the lecture. The traditional didactic way of teaching is primarily unidirectional and consists of limited interactions between the source of knowledge (teacher) and the passive recipients (students).

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