Framework of teaching
In my class, flipped classroom content was given at least one week in advance before every schedule classroom. The student were given the link of mentimeter through the Moodle platform of eLearn@USM to post inquiries before class. In class, queries of students were answered before the start of activities. Activities include Q&A, quiz, peers’ assessment as learning and peers debate. In practical, students prepared pharmaceutical preparation based on the video tutorial that has been posted one week prior to the practical class. Students could replay their video in the practical classes. After 13 weeks of learning the basic knowledge and practice through the flipped classroom and video tutorial, students are requested to present their assignments in performance-based presentation or edutainment (see framework). The students need to link their basic knowledge learned in the flipped classroom and practical. The learning process simulated a spread of activation in the brain as students used their learned basic knowledge into physical hands-on and eventually creating new content. Mark will be given based on the information delivered as well as the peer assessment from other groups.
Proof of effectiveness
Cognitive domain involving creating was seen when students use their innovative minds to create and deliver the message related to the topic. This clearly shown the meaningful learning process has taken place. A comment sounds “The memories still remain in my mind, till forever….” “Useful and somewhat different from others” The student’s feedback has revealed that this framework is meaningful in T&L. Our research results further supported the meaningful learning when students’ preference was linked positively to the outcome of their formative assessments (Figure 1).
Students engagement could be evident in the form of mentimeter exported results. In the results, more questions from the students are catered in an accurate manner. The number of questions (up to 20) and involvement has clearly enhanced (80 out of 100) (Figure 2). Cognitively, there is significant improvement of higher order of thinking (page 137/ last). In the aspect of psychomotor, students are able to run their practical though the video tutorial and plan their work accordingly with facilitator in lab. Besides, the effectiveness of this method can also be shown through the performances delivered by the student which can be found in the link of edutaiment. Students feedbacks were collected in a comprehensive manner using google form and systematic research design. Students’ reflection on the framework used revealed the impact affection of this approach to their learning.
Proof with research
The impact of this framework has been examined using a systematic research. It was found that there is a significant improvement in the higher order of thinking by comparing students from different cohorts (Figure 4 right). Most importantly, students declared the meaningful learning experiences that they have been exposed to. The customized flipped classroom as one of the elements of flipped classroom has been presented in the National Creativity Conference and further elaborated into book chapter (please find the attached book chapter). The customizing framework is the key for positive feedback that we have received from the student so far. The elements of the implementation have granted recognition in education eLearning competition.
Students’ skill sets have been improved based on self-reflection report from the students (Figure 5). Several criteria were listed, i.e. independent learning, communication among peers, creativity, time management as well as mental agility and adaptability skill. With the innovative teaching and learning through edutainment, some students have even created their own innovation by creating a lyrics to express their understanding on bioavailability. Example of lyrics is as below:
