Flipping e-learning for teaching medical terminology: A study of learners’ online experiences and perceptions

Abstract

Since e-learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to investigate one promising method by applying the flipped classroom model to a Medical Terminology Course. This course was provided fully online as part of a Medical Documentation and Secretarial associate degree program in a vocational college. We analyze learners’ experiences associated with this application. Based on this flipped classroom method, learners were required to study interactive multimedia content and applications asynchronously. For synchronous activities, mainly learner-centered approaches—collaborative learning, problem solving, and discussion—were used. In the context of this study, learners’ usage of the system, submissions to the study process questionnaire, and academic achievement were collected as quantitative data. Learners’ opinions towards the flipped classroom model were obtained as qualitative data. We found that learners’ academic achievement was significantly related to their perceptions of deep learning and their time spent on learning activities. Problematic aspects to the flipped classroom were time expectancies, insufficiency of instructional materials, and lack of advice received from the instructor.