Lecturio
Interactive Social Learning: Using a flipped classroom with problem-solving techniques
Professional Development
Learning Objectives Educators will be able to:
1
2
Summarize interactive social learning
Identify a flipped classroom structure
Definition
Interactive social learning is a process by which students build and deepen their knowledge base through guided social interaction and engagement. “Learning is the process by which behavior is modified according to the experience and exposure presented to learners in different settings.” (1) Interactive social learning in a classroom requires a facilitator, student participation and whole/small group configurations.
1.
Jusoff, K., Samah, S.A.A. (2012). Social Interaction Learning Styles. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1785
Why interactive social learning works
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Knowledge is constructed through social interaction.
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Interactive learning actively engages the students, reinvigorates the classroom for both students and faculty, encourages students to take responsibility for their own learning, and promotes characteristics of effective learning. (1,2,3)
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Interactive learning improves students’ recall abilities and knowledge gain. (4)
1. Prahan KR, Kandhasamy K, Chauhan RC, Bazroy J, Purty AJ, Singh Z, et al. Tutorials: An effective and interactive method of teaching undergraduate medical students. [Last assessed on 2019 Dec 17];Int J Community Med Public Health. 2016 3:2593–5. 2. Kaur D, Singh J, Seema, Mahajan A, Kaur G. Role of interactive teaching in medical education. Int J Basic Applied Med Sci. 2011;1:54–60. 3. Steinert Y, Snell LS. Interactive lecturing: Strategies for increasing participation in large group presentations. [Last assessed on 2019 Dec 14];Medical Teacher. 1999 21:37–42. DOI: 101080/01421599980011. 4. Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teacher. 2007;29:38–42.
Cognitive & Neuroscience Active learning strategies have been well documented to assist learners in deepening their knowledge on a given subject. In medical education, active learning strategies “have been shown to promote better retention and application of new knowledge than listening to passive…lectures [1,2,3].” (1), Interactive social learning can be view under the umbrella of active learning strategies, of which the flipped classroom is considered a learning activity/structure worthy of the medical educator’s attention.
1.
Bucklin, B.A., Asdigian, N.L., Hawkins, J.L. et al. Making it stick: use of active learning strategies in continuing medical education. BMC Med Educ 21, 44 (2021). https://doi.org/10.1186/s12909-020-02447-0
Practical Applications
The flipped classroom How it works: ●
The instructor assigns any combination of print, audio and video materials prior to the class meeting. Students must complete the assignment before attending class. Along with satisfactory completion of knowledge checks.
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The class session is then dedicated to applying the knowledge learned via the pre-class assignment in an interactive social setting.
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The instructor employs a problem-solving exercise such as ‘pass the problem’.
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Can be use with in-person learning or synchronous classroom.*
*The pre-class session assignment can be completed by students in an asynchronous setting.
In the classroom What is pass the problem? An interactive group learning activity. What are the steps? (1) 1. 2. 3. 4. 5. 6. 7.
Divide students into groups Give the first group a case or problem* Ask them to write down the first step in solving/analyzing the problem Pass onto the next group, having them identify the second step Continue until all groups have contributed Take care in forming enough groups for all steps in the problem As a whole class, review student work for feedback
*Student groups should remain as anonymous as possible to encourage participation.
1.
Begum J, Ali SI, Panda M. Introduction of Interactive Teaching for Undergraduate Students in Community Medicine. Indian J Community Med. 2020 Jan-Mar;45(1):72-76. doi: 10.4103/ijcm.IJCM_232_19. PMID: 32029988; PMCID: PMC6985943.
Practice Questions
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Interactive social learning increases student engagement and depth of learning.
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The flipped classroom is a learning tool medical educators can use to increase students’ learning outcomes.
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The “pass the problem” strategy can be utilized within the flipped classroom structure.
Practice Questions 1.
Which of the following are true statements about interactive social learning (check all that apply)? a. b. c. d.
2.
Students deepen their knowledge of subject matter. Interactive social learning is achieved by students working individually in an asynchronous setting. Learning happens through the experience and exposure of subject matter in a social setting. A teacher or facilitator is not necessary in interactive social learning.
How does interactive social learning benefit students? a. b. c. d. e.
Students increase their social skills. Students gain knowledge and increase recall. Students are actively engaged. All of the above b, c, d
Answer: 1. a,b, 2. e
Practice Questions 3.
In a flipped classroom model, what items would be assigned before the class session (check all that apply)? a. b. c. d. e. f.
4.
Print Videos assessments Information-only lectures Audio assignment All of the above
In which classroom setting would a medical educator use a flipped classroom design for all or part of the lesson? a. b. c. d.
In-person learning Synchronous class setting Asynchronous class setting All of the above
Answer: 1. a,b,c,e 2. d
Reflection Question Using a flipped classroom design, what topic would you use in a ‘pass the problem’ exercise and what types of materials would you assign as a precursor to the class session?
References Begum J, Ali SI, Panda M. Introduction of Interactive Teaching for Undergraduate Students in Community Medicine. Indian J Community Med. 2020 Jan-Mar;45(1):72-76. doi: 10.4103/ijcm.IJCM_232_19. PMID: 32029988; PMCID: PMC6985943. Chen, F., Lui, A.M. and Martinelli, S.M. (2017), A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ, 51: 585-597. https://doi.org/10.1111/medu.13272 Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teacher. 2007;29:38–42. Jusoff, K., Samah, S.A.A. (2012). Social Interaction Learning Styles. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1785 Kaur D, Singh J, Seema, Mahajan A, Kaur G. Role of interactive teaching in medical education. Int J Basic Applied Med Sci. 2011;1:54–60. Prahan KR, Kandhasamy K, Chauhan RC, Bazroy J, Purty AJ, Singh Z, et al. Tutorials: An effective and interactive method of teaching undergraduate medical students. [Last assessed on 2019 Dec 17];Int J Community Med Public Health. 2016 3:2593–5. Steinert Y, Snell LS. Interactive lecturing: Strategies for increasing participation in large group presentations. [Last assessed on 2019 Dec 14];Medical Teacher. 1999 21:37–42. DOI: 101080/01421599980011.