Document Details

Document Type : Thesis 
Document Title :
ASSISTING THE INTEGRATION OF SOCIAL MEDIA AND FLIPPED CLASSROOM LEARNING ACTIVITIES TO TRADITIONAL BIOCHEMISTRY SESSIONS AT KAU
تقييم دمج وسائل الاعلام الاجتماعية و انشطة قلب الفصول الدراسية إلى الطريقة التقليدية لتدريس مادة الكيمياء الحيوية في جامعة الملك عبد العزيز
 
Subject : Faculty of medicine 
Document Language : Arabic 
Abstract : Introduction: Courses and curricula must evolve, so too must the professoriate. The rapidly expanding knowledge and advances in pedagogy are indispensable to the improvement of biochemical education. Active student participation, co-operative and project-based learning are paramount. The primary medium of science information through textbooks must be augmented by online content and Social Media collaboration to grasp today’s learners attention. Methodology: We used an experimental research design (crossover randomization) to compare the application of Flipped Classroom (FC) to Social Media (SM) activities in between Biochemistry classes. Ground rules were established and students were kept on path with learning objectives and references. An online survey consisting of 16 questions were administered to measure the impact of both interventions. Results: Findings from dental students suggest that items related to “effortless adaptation” and “enhance communication” were significantly higher in SM intervention then FC intervention by 24.4% (p=0.0001) and 20.6% (p=0.0009), respectively. Furthermore, the items related to “recognize knowledge gaps” and “gathering information” were significantly higher in SM intervention by 14.1% (p=0.0117) and 14.6% (p=0.0071), respectively. Whereas, in pharmacy students only the item “recognize knowledge gaps” was more significant in SM intervention than FC intervention by 10.1% (p=0.0282). By using both interventions, dental students have improved the average biochemistry grades by about 5.22% while pharmacy students’ average biochemistry grades increased by about 4.51% in comparison to the last two years and the following one year. Conclusion: We concluded that SM is superior to FC in helping students at least in recognize knowledge gaps. Furthermore, both interventions can enrich traditional Biochemistry lectures, facilitate the learning environment and encourage information gathering. 
Supervisor : Prof. Hind Fallatah 
Thesis Type : Master Thesis 
Publishing Year : 1443 AH
2022 AD 
Added Date : Saturday, March 19, 2022 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
زهير أحمد أوانAwan, Zuhier AhmedResearcherMaster 

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