Mobile learning in a flipped classroom: findings from a “5-lecture-5” blended learning design for large classes

Introduction

Mobile phone usage, and smartphones in particular, has dramatically increased over the past decade, so much so that it can negatively affect educational learning environments, resulting in issues such as distracted, passive, and unengaged students, especially in the large group learning classroom environment. Involving larger cohorts of students in courses brings many challenges to both faculty teaching staff and university administrators. Educators have used active learning strategies to overcome some of these challenges [1]. However, having larger groups of learners can make it even harder to deal with such consequential situations. The flipped classroom is one of the approaches suggested in recent years to aid the transitional shift from the traditional classroom teaching environment to one that involves a higher degree of active learning.

Learning in larger classrooms due to an increased population and lack of attention to lecture-based teaching has become a significant issue [1]. In the larger class, students can easily lose attention with regard to what is being taught due to numerous other distractions such as smartphones, peer student disruptions, and general classroom noise level. Thus, capturing and maintaining student attention during a full lecture becomes even harder.

In most integrated curricula, lectures to be attended and followed are intensively and sequentially structured [2]. Following up these lessons during the day as well as preparing for courses in advance requires considerable time and effort. Having students already prepared for their lessons in advance increases their level of participation and interaction. However, courses can be negatively affected due to students’ excessive course load which can prevent students attending classes pre-prepared [3], as well as causing students’ cognitive overload [4]. Medical students tend to spend more time self-studying than other faculty’s students, in addition to attending face-to-face lectures. Effective learning strategies are therefore crucial in order to enhance the success and participation of medical education students [5]. In order to avoid such issues in knowledge transfer, instructors need to design their lectures with added care. However, today’s learners expect a more interactive learning environment due to the numerous distractions that can occur during today’s traditional face-to-face lectures [6].

Educational technology seeks to provide solutions to these issues through various approaches such as Internet technology-based e-learning [7], blended learning [8], mobile learning (m-learning) [9], and the flipped classroom [10]. Successful results can be achieved through the application of these methods in lessons designed according to established instructional design processes. Additionally, the frequent practising of learnt skills is of vital importance to effectively deliver the required information within a limited time period, whilst ensuring sufficient levels of knowledge retention [11].

The widespread use of mobile technologies and handheld devices (i. e. smartphones and tablet, personal computers) provides opportunities for the application of novel teaching and educational methods for larger teaching groups in higher education. Moreover, the features of these technologies contribute a significant level of freedom through the provision of instant feedback and just-in-time learning, whereby learners can access instruction at any time and from any place. Based on literature regarding active learning strategies applied to large classroom lectures, the current study developed an instructional design called “5-Lecture-5” (5L5) which blends m-learning and the flipped classroom approach in three phases: “pre-lecture,” “during lecture,” and “post-lecture.” The study includes various online activities, as well as pre- and post-tests, and students informed in advance about the topics covered by the lectures.

Therefore, the purpose of the current study is to design, develop, implement, and evaluate an m-learning design based on the flipped classroom approach for a large group teaching and learning scenario within an integrated medical faculty curriculum. With this model, the effective transfer of course content is aimed to be achieved, with a corresponding increase in learning levels, active participation of students, and persistence of learnt knowledge retention.

Methods

Educational context and instructional design process

“Assisted Reproductive Techniques Laboratory” is a two-credit course provided by the Department of Histology and Embryology, included within the context of vertical integration in the Urogenital System internship programme of Ege University’s Faculty of Medicine. The course takes place over five sessions due to the rotation of the programme. The outcomes of the course are designed to include teaching objectives at the required level of knowledge and comprehension for undergraduate students and to create an appropriate level of professional awareness for clinical application following their graduation [12]. However, this compulsory course includes complex topics such as the legally defined rights of reproduction, as well as advanced methods for eliminating disruptions as a general medical practitioner working in the field. Therefore, understanding the most effective and efficient method to transfer knowledge is crucial to the education of prospective medical practitioners.

The researchers of the current study designed the 5L5 method, which consists of three phases (see Figure 1). In the first phase (pre-lecture), the course material was designed to be reviewed by students in a 5-min period and the content learnt in the information step. Material support resources were sent to the students via a mobile application 1 day prior to the scheduled face-to-face lecture via online app notification and by e-mail. In this process, the students were expected to examine pre-course materials in preparation for their subsequent lesson.

Figure 1:

Three phases of 5L5 method and data collection procedures.

In the second phase (during lecture), the students are expected to attend a face-to-face lecture and participate in activities prepared by the instructor using a mobile application. Interactive presentation was implemented using the Moodle Learning Management System (LMS) [13], and students replied to questions via the mobile application. The content of the face-to-face lecture was adapted according to the students’ levels of interaction and knowledge.

Figure 2 shows a screenshot of student responses to questions posed during the face-to-face lecture. Based on the students’ responses, the instructor readjusted the subsequent lesson content and presentations for further discussion on the topic. The mobile application’s activities were designed based on the clicker method in order that class success rates could be instantly evaluated.

Figure 2:

Screenshot of students’ responses for interactive question during face-to-face lecture.

Four questions were designed to evaluate four learning goals considered crucial to the course. Questions answered during the face-to-face lecture were then immediately discussed with the instructor. Where questions received high correct response rates, the corresponding part of the lesson was passed through quickly with only a brief mention; else, the topic was explained and elaborated upon further by the instructor.

In the third phase (post-lecture), at the end of the lesson, the instructor assigned post-lecture activities in the form of 5-min interactions in which students were expected to complete simple activities and achievement tests. In addition, the students were then asked to complete a “Student Information Form” and “Attitude Scale Towards Mobile Learning” as data collection tools. All online activities were monitored and logged on LMS.

The researchers informed the students via LMS announcements, e-mail, mobile app notification, and through face-to-face lectures prior to the flipped classroom activity. The LMS logs were examined in order to ensure adequate numbers of students were informed about reviewing online material prior to their face-to-face lectures. Through this method, the researchers were able to notify the students on several occasions.

Results

Discussion

Instructional design based on the m-learning and flipped classroom approaches was applied to an “Assisted Reproductive Techniques Laboratory” course in three phases. According to the results, students were able to attend the lesson content at pre-, during, and post-lecture phases. The results indicated that the students’ interaction was higher in face-to-face lectures. Although the participation in face-to-face lectures was expected to be much higher, in reality, almost half of the students did not attend the face-to-face lectures as attendance was not mandatory. In the post-lecture activities, students reviewed the course content and took a short quiz, and high levels of achievement were observed amongst those who took the quiz.

For the first phase (pre-lecture), the students’ participation in the pre-lecture activities was found to be low. This issue had also been reported previously as a challenge for the flipped classroom approach [17]. A similar trend was observed in the current study, although various notification channels were used to remind students and to encourage their participation. This result can be considered as an indication of the students’ obligations towards a course such as attendance or grading. On the other hand, there were students who did not participate in any activities before or during face-to-face lectures, but completed the post-lecture activities. Since the lesson content was open to all enrolled students, having been uploaded to the LMS, those students who did not attend the face-to-face lecture were able to review the course content online. This approach provided the students with the opportunity to study the lesson asynchronously if they missed or were unable to attend the lesson.

Student interaction with lessons is a key indicator of their success. In the design of the current study, a comparison was made of the pre-, during, and post-lecture activities, and it was found that students who interacted the most achieved better results in the post-lecture quiz. Similar studies, not only in faculties of medicine, have indicated that the flipped classroom approach significantly improved knowledge acquisition, demonstrated greater effectiveness with students more open to projects, and delivered better academic performances when compared to the traditional lecture-based teaching approach [18], [19], [20], [21]. Moreover, a comparison was also made in the current study of in-class (during lecture) activities and post-lecture quiz results. Those students who participated during the face-to-face activities scored better on the post-lecture quizzes. This result was similar to that reported in a study by Hwang, Lai, and Wang [22], where students interacted in a seamless learning experience through the use of mobile devices. Having a phone in the palm of students can be turned into an effective course teaching medium. In this context, students were found to focus better on lessons that were interactive, were better motivated in maintaining their attention, and found the interactive course to be more interesting. Therefore, mobile technology can be said to be useful as an enabler for student’ active participation in the classroom.

In another study [21], there were no statistically significant differences found between the lecture-based and flipped classrooms regarding the methodology, student satisfaction, long-term learning, or time spent for exam preparation. According to the current study’s results, one significant finding was that students who attended face-to-face lectures were statistically more successful at the post-lecture quizzes. Therefore, utilizing technology within instruction does not guarantee academic success without some level of instructor and peer learner social interaction such as the discussion of a problem within the classroom environment [23]. Although students took courses for the first time using the 5L5 method, they managed to adapt easily since Moodle is a widely used LMS [24], as was the faculty’s mobile application that was used [13]. In this way, mobile devices used during face-to-face lectures can be transformed into a useful instrument to be utilized within the course.

According to the attitude scale results, the students had positive attitudes towards m-learning and were found to be interested in the enrichment of course materials with videos, lectures, and questions asked after lessons. They indicated that their active participation in the course was better than for a traditional classroom lecture. Similar results were also reported with positive attitudes towards the flipped classroom in other studies [18]. Similarly, in another study [25], the flipped classroom approach was found to be more satisfying when compared to lecture-based learning.

In the current study’s implementation, short-term technology-related limitations regarding Internet access, and the lack of grading for the lesson could be considered as limitations of the study. This also affected student participation in activities related to the lesson in general. Among the weaknesses of the instructional design that need some further development, there was a weaker level of participation seen at the pre-lecture phase compared to the during lecture or post-lecture phases.

Conclusion

With the addition of technology to the instructional design process, the performance, participation, and learning skills of students increased in courses where educational technology was actively employed. The application of m-learning activities within a flipped classroom approach with instant feedback increased the participation and interaction levels of students in the classroom, which resulted in more a sociable and enjoyable learning environment, and improved engagement of the students.