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From the Inverted Classroom to the Online Lecture Hall: Effects on Students' Satisfaction and Exam Results

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Title: From the Inverted Classroom to the Online Lecture Hall: Effects on Students' Satisfaction and Exam Results
Language: English
Authors: Dahmen, Lena, Schneider, Achim, Keis, Oliver, Straßer, Patrick, Kühl, Michael, Kühl, Susanne J. (ORCID 0000-0003-3892-3671)
Source: Biochemistry and Molecular Biology Education. Sep-Oct 2022 50(5):483-493.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Flipped Classroom, In Person Learning, Student Attitudes, Student Satisfaction, Test Results, Medical Students, Electronic Learning, Distance Education
DOI: 10.1002/bmb.21650
ISSN: 1470-8175
1539-3429
Abstract: On-site teaching at Ulm University was restricted in the summer semester (SS) 2020 due to the Corona pandemic. The biochemistry seminar "From gene to protein" in the 2nd preclinical semester, which had been successfully conducted as an Inverted Classroom (IC), had to be changed to an online concept. The aim of this study was to analyze the concept conversion in terms of students' satisfaction and knowledge acquisition. In the seminar, human medical students of the 2nd semester acquired biochemical and competency-oriented learning content. In SS2019, the course was taught using the IC concept. For the conversion to the online format in the SS2020, alternative teaching materials were developed and used. Students' satisfaction was assessed by an evaluation questionnaire and knowledge acquisition was tested by a written biochemistry exam. For both teaching concepts a high level of satisfaction was detected. Individual evaluation criteria were evaluated similarly by the students for both concepts. The online concept led up to significantly higher biochemistry exam scores. Due to the high levels of students' satisfaction in both concepts and the results of the biochemistry exam, it can be concluded that online teaching offers a suitable substitute. Based on these results, it is worth to undertake further research on digitization of studies.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1349435
Database: ERIC
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  Data: From the Inverted Classroom to the Online Lecture Hall: Effects on Students' Satisfaction and Exam Results
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  Data: <searchLink fieldCode="AR" term="%22Dahmen%2C+Lena%22">Dahmen, Lena</searchLink><br /><searchLink fieldCode="AR" term="%22Schneider%2C+Achim%22">Schneider, Achim</searchLink><br /><searchLink fieldCode="AR" term="%22Keis%2C+Oliver%22">Keis, Oliver</searchLink><br /><searchLink fieldCode="AR" term="%22Straßer%2C+Patrick%22">Straßer, Patrick</searchLink><br /><searchLink fieldCode="AR" term="%22Kühl%2C+Michael%22">Kühl, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Kühl%2C+Susanne+J%2E%22">Kühl, Susanne J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3892-3671">0000-0003-3892-3671</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. Sep-Oct 2022 50(5):483-493.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink>
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  Data: 10.1002/bmb.21650
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  Data: 1470-8175<br />1539-3429
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  Data: On-site teaching at Ulm University was restricted in the summer semester (SS) 2020 due to the Corona pandemic. The biochemistry seminar "From gene to protein" in the 2nd preclinical semester, which had been successfully conducted as an Inverted Classroom (IC), had to be changed to an online concept. The aim of this study was to analyze the concept conversion in terms of students' satisfaction and knowledge acquisition. In the seminar, human medical students of the 2nd semester acquired biochemical and competency-oriented learning content. In SS2019, the course was taught using the IC concept. For the conversion to the online format in the SS2020, alternative teaching materials were developed and used. Students' satisfaction was assessed by an evaluation questionnaire and knowledge acquisition was tested by a written biochemistry exam. For both teaching concepts a high level of satisfaction was detected. Individual evaluation criteria were evaluated similarly by the students for both concepts. The online concept led up to significantly higher biochemistry exam scores. Due to the high levels of students' satisfaction in both concepts and the results of the biochemistry exam, it can be concluded that online teaching offers a suitable substitute. Based on these results, it is worth to undertake further research on digitization of studies.
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