Exploring flipped classroom instructional design in health sciences

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The effectiveness of the flipped classroom in undergraduate studies has been studied, however, limited research has been conducted on instructional design. This study explored student satisfaction related to the instructional design of a flipped classroom in human anatomy and physiology courses at Ontario Tech University. One hundred forty-six students enrolled in first- and second-year courses completed three surveys on their flipped classroom experiences. Most survey respondents positively perceived the asynchronous lecture videos, asynchronous lecture video interactions, and flipped synchronous classroom activities. A large effect size was observed, with Year 2 students reporting significantly higher satisfaction than Year 1 students in viewing pre-recorded lecture episodes, lecture episode quantity, and duration. Differences between Year 1 and Year 2 students may be rooted in cognitivism, social constructivism, cognitive load, and metacognition principles. Future research is warranted to explore the influence of other demographic variables on student satisfaction in a flipped classroom design.