Academic Journal
Student engagement and accountability in flipped and traditional classrooms: A comparison of concept map and question and answer homework strategies.
| Τίτλος: | Student engagement and accountability in flipped and traditional classrooms: A comparison of concept map and question and answer homework strategies. |
|---|---|
| Συγγραφείς: | Kaye, Melisa P., Hanzalik, Sydney M. |
| Πηγή: | Active Learning in Higher Education; Feb2026, Vol. 27 Issue 1, p105-121, 17p |
| Θεματικοί όροι: | Flipped classrooms, Concept mapping, Classrooms, Higher education, Educational outcomes, Student engagement, Homework |
| Περίληψη: | Flipped classroom structures are increasingly prevalent in higher education and facilitating student preparation is a necessary ingredient to maximize effectiveness of the approach. This research expanded upon a yearlong pilot study comparing two types of accountability homework in flipped and traditionally structured first year master's level healthcare classrooms. Outcome measures included perceived learning, satisfaction, and usefulness of concept maps (CM) versus question-answer-rationale (QAR) homework. Study sample (n = 77) participants were randomly assigned to either CM or QAR homework group for a period of 4 weeks. Then, participants completed the alternate homework type for a subsequent 4 weeks. Findings indicated that perceived learning, satisfaction, and usability of the method was significantly greater in the CM group as compared to the QAR group in both traditional and flipped classrooms. The use of accountability homework assignments is discussed for both classroom types. [ABSTRACT FROM AUTHOR] |
| Copyright of Active Learning in Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Links: – Type: other Text: Availability: 0 |
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| Header | DbId: edb DbLabel: Complementary Index An: 191516033 RelevancyScore: 1041 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1041.06896972656 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student engagement and accountability in flipped and traditional classrooms: A comparison of concept map and question and answer homework strategies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kaye%2C+Melisa+P%2E%22">Kaye, Melisa P.</searchLink><br /><searchLink fieldCode="AR" term="%22Hanzalik%2C+Sydney+M%2E%22">Hanzalik, Sydney M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: Active Learning in Higher Education; Feb2026, Vol. 27 Issue 1, p105-121, 17p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Flipped classroom structures are increasingly prevalent in higher education and facilitating student preparation is a necessary ingredient to maximize effectiveness of the approach. This research expanded upon a yearlong pilot study comparing two types of accountability homework in flipped and traditionally structured first year master's level healthcare classrooms. Outcome measures included perceived learning, satisfaction, and usefulness of concept maps (CM) versus question-answer-rationale (QAR) homework. Study sample (n = 77) participants were randomly assigned to either CM or QAR homework group for a period of 4 weeks. Then, participants completed the alternate homework type for a subsequent 4 weeks. Findings indicated that perceived learning, satisfaction, and usability of the method was significantly greater in the CM group as compared to the QAR group in both traditional and flipped classrooms. The use of accountability homework assignments is discussed for both classroom types. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Active Learning in Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=191516033 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/14697874241270441 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 105 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Concept mapping Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Homework Type: general Titles: – TitleFull: Student engagement and accountability in flipped and traditional classrooms: A comparison of concept map and question and answer homework strategies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kaye, Melisa P. – PersonEntity: Name: NameFull: Hanzalik, Sydney M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14697874 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: Active Learning in Higher Education Type: main |
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