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The flipped classroom activity with

Poll Everywhere, is a powerful

teaching-learning method.

Mr. Rohit Kumar Verma, Mr. Hasnain Zafar Baloch

Exploring the Flipped Classroom by Using Poll

Everywhere

Kumar Shiva Gubbiyappa1, Ankur Barua2, Biswadeep Das3 , Hasnain Zafar Baloch4

1School of Pharmacy, 2,3School of Medicine, 4Department of Learning Resources,

International Medical University, Bukit Jalil, Kuala Lumpur-57000, Malaysia.

Introduction

Active Learning

Interactive approach

Tools Used

Audience Response

System (ARS)

Feedback Questionnaire1

Material & Methods

FC @ IMU

Objectives

Pharmacy students’

perception on Flipped

Classroom (FC) using Poll

Everywhere ARS.

Effectiveness of FC activity

as a teaching-learning

method.

Our findings were similar to Gardner

et.al. (2006)2, Litzenger et.al. (2011)3

and Olds et. al. (2011)4 - Pharmacy

students expressed a high

preference for FC instead of the

traditional instructor-led lectures.

Pierce R et.al.1 - Vodcasts and

Active-Learning Exercises in a

“Flipped Classroom” Model of a

Renal Pharmacotherapy Module

reported that student performance

significantly improved during final

examination.

Discussion

Conclusion

Randomly selected 112 complete

responses were included in final analysis.

There were 47(42.0%) male and

65(58.0%) female respondents.

The overall Cronbach’s alpha of

feedback questionnaire was 0.912.

The low or middle achievers of Quiz

session (pre-test) during the FC activity

were 3 times (95%CI = 1.1-8.9) at risk of

providing neutral or negative feedback

than high achievers (p=0.040).

Those who gave neutral or negative

feedback on FC activity were 3.9 times

(95%CI=1.3-11.8) at risk of becoming

low or middle achievers during the End

of Semester Examination (p=0.013).

Data Collection

Results

Recommendation

Multi-disciplinary approach with a

multi-centric, randomised controlled

trial is recommended.

References

1.Pierce R, Jeremy Fox J. Vodcasts and Active-

Learning Exercises in a “Flipped Classroom” Model

of a Renal Pharmacotherapy Module. American

Journal of Pharmaceutical Education 2012; 76(10):

196.

2.Gardner S. Preparing for the Nexters. Am J Pharm

Educ. 2006;70(4):Article 1.

3.Litzenger T, Lattuca L, Hadgraft R, et al.

Engineering education and the development of

expertise. J Eng Educ. 2011;100(1):123–50.

4.Olds B, Johri A. Situated engineering learning:

bridging engineering education research & learning

sciences. J Eng Educ. 2011;100(1):151-85.

Source: http://www.deseretnews.com/article/765616415/Flipped-classrooms-Turning-learning-upside-down.html?pg=all

Study Design:

Non- randomized trial on

interrupted time series

Study Period:

Four months (1st July

to 30th Nov 2013)

Inclusion Criteria:

All undergraduate

students of Pharmacy

(Semester 5), who gave

informed written consent

Data Analysis:

Epi-info version 5.0 and

SPSS version 17.0Proportion & McNemar’s

Test

Here, p-value <0.05 was

considered as significant

Study Population:

Normal deviate for

95% CI = 1.96

Proportion of

expected positive

feedback - at least 50%

Absolute precision of

estimate - 5%

Total eligible

population -156

undergraduate

Pharmacy students.The minimum sample

size for this study - 112

Exclusion Criteria:

Eligible students who

were absent on the day

of FC activity

Incomplete Quiz or

feedback questionnaires

Ethical Considerations:

Ethical approval from School of

Pharmacy, IMU

Informed written consent

Confidentiality maintained

Sampling Method: Simple random sampling -

electronically generated

random numbers

Data Collection

Procedure:

Pilot study was

conducted one month

earlier

Feedback questionnaire1

was further refined

Four i-lectures and pre-

reading materials –

uploaded on e-learning

portal two weeks before

the FC activity

Setting:

Department of Life Sciences,

School of Pharmacy at IMU

Table1: Proportion of Individual Responses on Feedback Table2: Comparison between FC Quiz Result (pre-test) and

End of Semester Examination Result (post-test)