Document Type (Journals)
The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three pre- and post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved metacognitive learning.
Whitney Henderson, OTD, MOT, OTR/L is an Associate Clinical Professor in the Department of Occupational Therapy at the University of Missouri. Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, and Paige Headlee were third year Master’s degree students in the Department of Occupational Therapy at the University of Missouri during this study.
Declaration of Interest
This study was partially funded by Mizzou Advantage Student as Teaching Researcher's Program (STAR) grant. We presented findings from this study in 2018 as a poster at the Missouri Occupational Therapy Association conference in Columbia, Missouri and the American Occupational Therapy Association Education Summit in Louisville, Kentucky.
Henderson, W., Plattner, L., Baucum, B., Casey, T., Grant, A., & Headlee, P. (2020). Student Involvement in Flipped Classroom Course Design. Journal of Occupational Therapy Education, 4 (3). https://doi.org/10.26681/jote.2020.040311
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