Student Perspectives on the Flipped Classroom

Scott, Alicia, Jessica Doman, Katelyn Oates, Brooke Bocquet, and Maureen VanHook

The main elements of a flipped classroom are 1) The instructor uses technology in some way to acquaint students with course concepts and content before they arrive to class and 2) He or she then uses class time to help students gain a deeper understanding of the material. A study was conducted at the Michigan Dental Hygiene Education Conference October 2016 to obtain and evaluate student perspectives on the flipped classroom model (University of Detroit Mercy IRB approval # 1617-18). Park and Howell found that students preferred the flipped classroom compared to a traditional lecture. Findings of this study revealed 31.2% of students had an experience with the flipped classroom model and of that percentage, 75% were somewhat comfortable or comfortable with it. Despite external obligations, 51% of the surveyed population maintained a GPA between 3.5 and 4.0 and felt the flipped classroom was best suited for hybrid courses. 80.52% indicated that they had sufficient resources to prepare for class and stated that quizzes, group discussion and learning activities were the strategies most utilized in class to apply what was learned prior to class. Due to the comfort level experienced by the students, it is suggested that faculty adopt a flipped classroom model in a hybrid format. However, external student obligations and the amount of time it takes to complete assigned pre class assignments, as well as the number of flipped classrooms per week should be considered when designing learning experiences.