See the published version of this article at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Integrative Application of an Educational Wiki and Flipped Classrooms: Student Learning Outcomes and Impacts on Doing Academic Group-Works
Saeideh Ghaffarifar
Tabriz University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8894-381X
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published version at BMC Medical Education.
Background: Active participation in group works is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group works. This study explores the synergistic effects of flipped classrooms and a wiki-authoring group activity on students’ learning outcomes and the quality and quantity of their group-work.
Methods: In this action research, 205 master students of a medical school were involved in a course blended with flipped classrooms. While learning from online and in-class activities, students did their group work on an educational wiki or in a conventional way. Using SPSS 21.0 and employing independent samples t or Mann –Whitney U tests, the educational impacts of the course were compared in two groups.
Results: Students in the wiki-group were more satisfied with the course. Both quantity and quality of the group work among students in the wiki group was outweighed those among the students in the non-wiki group. Univariate linear regression analysis of the models between students' satisfaction with flipped classrooms and the quality of their participation in doing their group as well as their attitude towards the group work showed that the changes in the quality of the wiki students' group work and their attitude were dependent on the changes of their satisfaction with flipped classrooms.
Conclusions: This study provides evidence that a wiki-authoring group work is effective in achieving student learning outcomes and integrating a wiki with flipped classrooms increases wiki accomplishment. Collaborating on a wiki activity improves both quality and quantity of group works among students.
Keywords
Collaborative learning, Distance education and online learning, 21st century abilities, Architectures for educational technology system
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
Version 1
Posted 22 May, 2020
Published
On 07 Sep, 2020
No community comments so far
Editorial decision: Major revision
On 30 Jun, 2020
Review #1 received
Received 29 Jun, 2020
Review #2 received
Received 25 Jun, 2020
Review #3 received
Received 25 Jun, 2020
Reviewer #3 agreed
On 09 Jun, 2020
Reviewer #2 agreed
On 06 Jun, 2020
Reviewer #1 agreed
On 02 Jun, 2020
Reviewers invited
Invitations sent on 21 May, 2020
Editor assigned
On 17 May, 2020
Submission checks complete
On 16 May, 2020
Editor invited
On 16 May, 2020
First submitted
On 06 May, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Learn more about our company.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Integrative Application of an Educational Wiki and Flipped Classrooms: Student Learning Outcomes and Impacts on Doing Academic Group-Works
Saeideh Ghaffarifar
Tabriz University of Medical Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-8894-381X
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
Version 1
Posted 22 May, 2020
Published
On 07 Sep, 2020
No community comments so far
Editorial decision: Major revision
On 30 Jun, 2020
Review #1 received
Received 29 Jun, 2020
Review #2 received
Received 25 Jun, 2020
Review #3 received
Received 25 Jun, 2020
Reviewer #3 agreed
On 09 Jun, 2020
Reviewer #2 agreed
On 06 Jun, 2020
Reviewer #1 agreed
On 02 Jun, 2020
Reviewers invited
Invitations sent on 21 May, 2020
Editor assigned
On 17 May, 2020
Submission checks complete
On 16 May, 2020
Editor invited
On 16 May, 2020
First submitted
On 06 May, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published version at BMC Medical Education.
Background: Active participation in group works is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group works. This study explores the synergistic effects of flipped classrooms and a wiki-authoring group activity on students’ learning outcomes and the quality and quantity of their group-work.
Methods: In this action research, 205 master students of a medical school were involved in a course blended with flipped classrooms. While learning from online and in-class activities, students did their group work on an educational wiki or in a conventional way. Using SPSS 21.0 and employing independent samples t or Mann –Whitney U tests, the educational impacts of the course were compared in two groups.
Results: Students in the wiki-group were more satisfied with the course. Both quantity and quality of the group work among students in the wiki group was outweighed those among the students in the non-wiki group. Univariate linear regression analysis of the models between students' satisfaction with flipped classrooms and the quality of their participation in doing their group as well as their attitude towards the group work showed that the changes in the quality of the wiki students' group work and their attitude were dependent on the changes of their satisfaction with flipped classrooms.
Conclusions: This study provides evidence that a wiki-authoring group work is effective in achieving student learning outcomes and integrating a wiki with flipped classrooms increases wiki accomplishment. Collaborating on a wiki activity improves both quality and quantity of group works among students.