000			01565nam a22002297a 4500
003			ZW-GwMSU
005			20241126102835.0
008			241126b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aPersky, Adam M. _eauthor
245	1	0	_aQualitative analysis of animation versus reading for pre-class preparation in a "flipped" classroom. _ccreated by Adam M. Persky
264	1		_aCanada: _bMiami University, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 26, number 1 ,
520	3		_aThe "flipped" classroom model, including such approaches as team-based learning (TBL), stresses pre-class preparation. For three years in a pharmacokinetics course within a pharmacy curriculum, students had the choice of using reading material or a fully animated module to prepare for class. Qualitative methods were used to analyze students' preferences. Two thirds of the students preferred reading over the multimedia modules, with easier notation and self-pacing as the primary reasons. Students who preferred reading over the modules scored approximately one-half grade higher on their quizzes. Despite the theoretical advantages offered by the visual presentation of information, students' preference for reading was due to several factors, primarily self-pacing.
650			_aPharmacy _vPharmaceutical education _xReading materials
942			_2lcc _cJA
999			_c168395 _d168395