We Were Flippers When Flipping Wasn’t Cool: Flipping Your Curriculum Through the Use of a Hybrid (Blended) Delivery Model
Purpose: The purpose of this session is to describe the methods, benefits and challenges of the hybrid and flipped classroom delivery models and best practices in online course design.Methods and/or Description of Project: Hybrid (blended) learning combines the traditional classroom with the online environment. Research has shown that blended learning is more effective in promoting active learning and achieving course outcomes when compared to solely traditional or online classrooms. In addition, when the flipped classroom approach is combined with the hybrid delivery model, there is increased opportunity for active learning activities that promote deeper understanding through application of course content during in-class time. During this interactive session, delivery of a physical therapist assistant curriculum through the hybrid format, combined with the flipped classroom approach will be discussed. This session will consist of review of the pedagogy behind utilizing the hybrid (blended) delivery model, the flipped classroom approach, benefits and challenges of this approach, and best practices in online course design.Results/Outcomes: Outcomes of research studies indicate there is no significant difference or improvement in learning outcomes in hybrid delivery as compared to the traditional delivery model. In addition, literature supports when the flipped classroom approach is combined with hybrid course design, there is increased opportunity for active learning activities, increased ability to challenge the student to think at a higher level, and improved student satisfaction.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Online learning is a growing trend in education that faculty may or may not be fully ready to embrace. Evidence indicates that educators trained with traditional methods may be hesitant to embrace the use of online technology and those who teach solely online may lose some of the energy generated in the traditional classroom. Research has shown that blended learning is more effective in promoting active learning and achieving course outcomes, when compared to solely traditional or online classrooms. In addition, when the flipped classroom approach is combined with the hybrid delivery model, there is increased opportunity for active learning activities and delve deeper in clinical reasoning and critical thinking during in-class time. The hybrid delivery method, combined with a flipped classroom approve is an effective means of optimizing students learning and improving student performance in PT and PTA curriculum. Although there are research studies of the hybrid delivery format, there is a gap in the research for community college students. A large percentage of physical therapist assistant programs are housed in community colleges. This session will support hybrid learning as an effective method to use for the non-traditional student in community colleges and physical therapist assistant programs.References: 1. Adams CL. A comparison of student outcomes in a therapeutic modalities course based on mode of delivery: hybrid versus traditional classroom instruction. J Phys Ther Educ. 2013;27(1):20-34. 2. Boucher B, Robertson E, Wainner R, Sanders B. “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. J Phys Ther Educ. 2013;27(3):72-77. 3. Crews T, Butterfield J. Data for flipped classroom design: Using student feedback to identify the best components from online and face to face classes.Higher Education Studies. 2014;4(3):38-47. 4. Donlan P, Shannon A.Faculty-lived experiences integrating technology-assisted educational practices into an entry-level physical therapy curriculum.J Phys Ther Educ. 2018;32(1):87-93. 5. Galway LP, Corbett KK, Takaro TK, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education. 2014; 14:181. https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-14-181.Accessed March, 2018. 6. Helms SA.Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators. Interactive Learning Environments. 2012;22(6):804-810. 7. Kiviniemi MT.Effects of a blended learning approach on student outcomes in a graduate-level public health course.BMC Medical Education. 2014;14:47. https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-14-47.Accessed March, 2018. 8. McGee P, Reis A. Blended course design:A synthesis of best practices.J Asynchronous Learning Networks. 2012;16(4):7-22. 9. Murray L, McCallum C, Petrosino C. Flipping the classroom experience: A comparison of online learning to traditional lecture. J Phys Ther Educ. 2014;28(3):35-41. 10. Quality Matters.Rubrics and standards.2018. https://www.qualitymatters.org/.Accessed March, 2018.Course Objectives: By the end of the session, participants will: 1. Examine the pedagogy of hybrid learning delivery model 2. Examine the pedagogy of flipped classroom approach 3. Realize the benefits of hybrid and flipped learning in learner-centered teaching 4. Identify the challenges associated with the development of the hybrid and flipped learning approaches 5. Identify best practices in online course design to meet the need of students and the course objectivesInstructional Methods: Traditional delivery. Discussion and sharing of ideas will be encouraged. Incorporated at least one interactive/hands-on activity.Tentative Outline/Schedule: 10 Minutes – History and Evolution of the Development Hybrid and Flipped Curriculum in the Physical Therapist Assistant Program at Clark State Community College. 15 Minutes – Pedagogy of Hybrid Learning 15 Minutes – Pedagogy of Flipped Learning and application of active learning activities through this approach 15 Minutes – Benefits and Challenges to Hybrid and Flipped Learning 15 Minutes – Best Practices in Online Course Design 10 Minutes – Interactive Activity Applying Session Content 10 Minutes – Questions and Answers (and throughout presentation as indicated)