Phenomenological Approach on Experiences of Medical Technology Teachers in Small Private Online Course (SPOC)-based Flipped Classroom
Keywords:
Medical Technology education, Teacher perception, Blended learning, SPOC based flipped classroomAbstract
Small private online course (SPOC)-based flipped classroom mode has been widely used in higher education. Although students appreciated the reformed teaching curriculum, the information on teachers' perceptions is limited. This study aimed to explore the experiences of Medical Technology (MT) teachers when SPOC-based flipped classroom was first implemented in the topic of detection of immunological reactions and applications in basic immunology course for undergraduate students. Through a phenomenological approach, ten immunological teachers agreed to participate in individual in-depth interviews. The transcriptions of the interviews, as qualitative data, were analyzed by independent reviewers using a thematic analysis approach. Six main factors related to the experiences of MT teachers in the process of reformed teaching were reported, including i) Motivation, ii) In-class activities, iii) Formative assessment, iv) Summative assessment, v) Learning outcomes, and vi) Difficulty of teaching. These elucidating categories might draw more attention to further SPOC-based flipped classroom applications and stimulate institutional support to improve teaching and learning in Medical Technology education.References
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