Abstract
The work described in this chapter was carried out in a teaching hospital and was led by a team of senior medical doctors/instructors. Self-regulated learning was fostered among a group of 168 medical students through the use of a mobile learning application together with flipped instruction, as part of a larger project on a multi-modal, seamless learning environment. The effectiveness of this instruction was evaluated using a questionnaire assessing perceived Personal Relevance, Satisfaction and Self-Efficacy, together with focus-group interviews. Comparison of flipped with conventional instruction or pretest with posttest scores revealed statistically-significant differences for each scale with effect sizes that were small for Personal Relevance, medium for Satisfaction and large for Self-Efficacy. Focus groups suggested that while the convenience of learning-on-the-go is appreciated for its convenience and flexibility in terms of learning anytime and anywhere, it is still not unanimously embraced because of reasons like the traditional mode of having protected time for learning and face-to-face instant clarifications.
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Koh, N.K., Fraser, B.J., Hoi, WH. (2020). Flipped Instruction Among Medical Students in Singapore. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_16
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