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Name: Amanda Reed, MAE, MLS, (ASCPCM)
Department: Clinical Laboratory Science
Amanda is a qualitative researcher interested in evaluating the effectiveness of blended learning and the "flipped" model of instruction in Clinical Laboratory Science (CLS) courses and in the student laboratory.
Current Research Project
Title: Flipped Classroom: Applications in the Student Laboratory
Study Design: Qualitative Research
Example Research Questions:
- Do students prefer the flipped model of instruction over traditional lecture?
- Does the flipped model of instruction lead to greater understanding of laboratory procedures and how they relate to lecture material?
- Is this model of instruction appropriate/useful for use in high level Clinical Laboratory Science courses?
Example Data Collection Strategies:
- Comparison of student performance on assessments and laboratory activities from previously taught CLS 100 courses to student performance on assessments and laboratory activities in CLS 100 courses taught using the flipped model of instruction
- Comparison of time the students spent viewing the Tegrity lectures and the number of times they viewed the Tegrity videos and lectures to their performance on assessments and laboratory activities
- Survey to assess students' perception of the flipped model of instruction
- To implement a flipped classroom model of instruction in CLS 100-Introduction to Clinical Laboratory Science.
- To assess the impact of the flipped classroom model on student performance in lecture, laboratory and student attitudes.
- To use the above information to assess the implementation of the flipped classroom model in higher-level Clinical Laboratory Science lecture and laboratory courses
Background: Students are disengaged during lecture and come to laboratory unprepared. Either they have not reviewed the laboratory procedure before coming to class or have read it but do not understand the procedure. Students have verbally expressed frustration to the Primary Investigator their difficulty with reading laboratory procedures and visualizing exactly what they are expected to do in the lab. Students have also expressed their desire for additional practice problems that correlate lecture material to laboratory exercises. However, there is limited class time to devote to additional case studies and practice problems.
Goal: A flipped classroom model of instruction will allow students to view screencasts of lectures (utilizing Tegrity) and videos of laboratory procedures at home. They will practice what they have learned in class by analyzing case studies and patient vignettes before going to the laboratory. This instructional model will increase the level of student engagement in class and increase their understanding of laboratory concepts and procedures. For the purpose of this study "flipped learning" is defined as a form of blended learning where "instructor-led lecture and student note taking is done prior to class and assigned problems (what used to be homework) is done [during] the scheduled class time." (Fox & Pierce, 2012)
Role: Primary Investigator
Grant/Sponsor: CTTL Try It! Summer Mini-Grant