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Enhancing Student Learning

FLIPPED, HYBRID, AND ONLINE LEARNING Hybrid, flipped, and online courses free up class time and limited instructional space, reach students at a distance, and speed up the student feedback process.5 They can also lead to better learning outcomes for students, partially, perhaps, because flipped courses intentionally create room for more active learning.6,7 ITEL projects were able to reap these additional benefits while finding that student outcomes were in some cases favorable to, and always at least equivalent to, traditional classes. In addition, ITEL supported the development and launch of Georgetown’s first MOOCs through edX and paved the way for significantly ramping up the design and production of online courses across the university.

Flipped-learning Model for Medical Students

Adam Myers (School of Medicine), along with School of Medicine collaborators Susan Mulroney and Jennifer Whitney, created a Georgetown Downtown Special Master’s Program (GTDT SMP) that used flipped-learning courses to create a self-directed approach to learning the same materials as Special Masters Program (SMP)

students on the GU Medical campus. In an unpaired t-test, the project team found that the average grade

performance of the students taking the flipped-learning courses was statistically significantly higher than that of the students taking traditional courses.8 Similar results have been found in subsequent years of administering the GTDT SMP and comparing scores. Additionally, the team: • Compared incoming academic backgrounds and grade point averages of the Downtown and Traditional SMP groups and found they were very similar. • Surveyed students about whether the lecture captures and other materials were effective for their learning, and what their attitudes were toward hybrid learning, self-directed learning, and flipped classroom experiences. • Captured statistics about student utilization of the online materials, such as views of videos and attempts at practice tests. Learn more at:

Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies, Washington, D.C. 7 Jensen, J., Kummer, T., & Godoy, P. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), ar5. 5 6



Itel final report