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Student Involvement in Flipped Classroom Course Design

The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three preand post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved metacognitive learning.