An evaluation of flipped e-learning experiences

Jones-Bonofiglio, Kristen; Willett, Timothy; Ng, Stella

doi:10.1080/0142159x.2017.1417577

Cited by 17 publications

(11 citation statements)

References 35 publications

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“…That can help improve students’ attitudes toward learning and their competency in critical thinking, communication, and creative thinking. Moreover, tangible classes allow groups to acquire competency for handling complex problems, then mobile learning allows consolidation of the knowledge and skills acquired [ 23 , 24 , 25 , 26 , 27 ]. In evidence-based nursing education, the ability to solve problems and participate in learning is necessary.…”

Section: Literatures Reviewmentioning

confidence: 99%

Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses’ Knowledge, Attitude, and Practice: A Quasi-Experimental Trial

Chao

Huang

Hung³

et al. 2022

Healthcare

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Background: Evidence-based care has become critical in raising the quality of medical facilities. The implementation of evidence-based practice helps medical practitioners make better clinical decisions. Objective: The objective of this study was to investigate whether the innovative flipped teaching model could be as effective as the conventional teaching model in terms of knowledge, attitude, and practice and to confirm the continuous effect. Design: A quasi-experimental design using the flipped and conventional learning groups concurrently with repeat measurements was used. Setting: The setting was a 475-bed regional teaching hospital in Taiwan, from March to July 2020. Participants: The study included 114 licensed nurses who had worked longer than three months, with 57 participants each in two groups. Methods: The participants were assigned to two groups using a block randomization method. All participants completed questionnaires related to knowledge, attitude, and practice of EBP at four-time points: pre-test (T0) and immediately after intervention (T1), at month 1 (T2), and at month 3 (T3). Analysis of repeated generalized estimating equations was used. Results: The flipped and conventional learning groups had significant differences in knowledge, attitude, and practice at the T0 and T1 (p < 0.05). The flipped group was higher than the conventional group at T3 in the knowledge score (p = 0.001) and lower than the conventional group at T2 in the attitude score (p = 0.010). There were no significant differences between the two groups’ practice scores at different time points. There were no significantly different score changes for knowledge, attitude, and practice (p > 0.05). The interaction term only at T3 vs. T0 in the knowledge score was slightly different (p = 0.049) in primary outcome. Conclusion: The intervention methods of both groups were effective. Flipped learning is more flexible and has more time for discussion, which nurses favor. Under the policy promoted in the hospital, EBP combined with the nursing advancement system was standardized, and conventional learning also improved the learning effect.

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Section: Literatures Reviewmentioning

confidence: 99%

Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses’ Knowledge, Attitude, and Practice: A Quasi-Experimental Trial

Chao

Huang

Hung³

et al. 2022

Healthcare

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“…Jones-Bonofiglio et al [ 25 ] successfully created an online CPD course using a flipped classroom format to teach faculty simulation-based research. Learners identified the need for psychological safety, adequate time, and regular interaction as important to the overall effectiveness of a flipped classroom online.…”

Section: The Educational Framework For Realmentioning

confidence: 99%

SAGES Reimagining Education & Learning (REAL) project

et al. 2022

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Background The COVID-19 pandemic has presented multiple challenges for health systems throughout the world. The clinical priorities of redirecting personnel and resources to provide the necessary beds, care, and staff to handle the initial waves of infected individuals, and the drive to develop an effective vaccine, were the most visible and rightly took precedent. However, the spread of the COVID-19 virus also led to less apparent but equally challenging impediments for healthcare professionals. Continuing professional development (CPD) for physicians and surgeons practically ceased as national societies postponed or canceled annual meetings and activities. The traditional in-person conferences were no longer viable options during a pandemic in which social distancing and minimization of contacts was the emerging norm. Like other organizations, The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) had to first postpone and then cancel altogether the in-person 2020 Annual Meeting due to the contingencies brought about by the COVID-19 pandemic. As a result, the traditional hands-on (HO) courses that typically occur as part of the Annual Meeting, could not take place. SAGES had already begun to re-structure these courses in an effort to increase their effectiveness (Dort, Trickey, Paige, Schwarz, Dunkin in Surg Endosc 33(9):3062–3068, 2019; Dort et al. in Surg Endosc 32(11):4491–4497, 2018; Dort, Trickey, Schwarz, Paige in Surg Endosc 33(9):3062–3068, 2019). The cancelations brought about by COVID-19 provided an opportunity to refine and to innovate further. Methods In this manner, the Re-imaging Education & Learning (REAL) project crystallized, an innovative effort to leverage the latest educational concepts as well as communication and simulation-based technologies to enhance procedural adoption by converting HO courses to a virtual format. Results and conclusion This manuscript describes the key components of REAL, reviewing the restructuring of the HO courses before and after the spread of COVID-19, describing the educational framework underlying it, discussing currently available technologies and materials, and evaluating the advantages of such a format.

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“…Por otra parte, los hallazgos demuestran que la preparación previa en el aprendizaje invertido tiene una mayor influencia sobre la eficacia del modelo, y por lo tanto sobre la calidad del aprendizaje y rendimiento del estudiante (Lee et al, 2017;White et al, 2017;Zhai et al, 2017), que sobre los procesos que ocurren en el aula. La falta de atención hacia la configuración de los tiempos que debe dedicar el estudiante a la preparación previa (Bicen & Taspolat, 2019;Chi et al, 2018;de Araujo et al, 2017;Gan, 2018;Hu et al, 2019;Jones-Bonofiglio et al, 2018;Luo et al, 2019) ha generado tiempos excesivos y frustración, falta de involucramiento en el aula, desmotivación, impedimento para eficiencia dentro del aula e incluso ausentismo por parte del estudiante (Cukurbasi & Kiyici, 2018;Fox et al, 2018;Hu et al, 2019;Jones-Bonofiglio et al, 2018;Lo, 2018;Sammel et al, 2018).…”

Section: Aprendizaje Invertido: El Diseño Instruccionalunclassified

Avanzar al conocimiento científico: estado del arte del aprendizaje invertido

Araguz-Lara

Gamboa

Bonilla-Murillo

2022

magis

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Se revisa el estado del arte del aprendizaje invertido tomando como líneas de discusión las teorías, los diseños instruccionales y los modelos utilizados.Dicha revisión se realizó desde el método de análisis de contenido con apoyo de fichas de resumen, comentarios y de opinión. Los hallazgos indican que el diseño instructivo del modelo beneficia más a estudiantes con bajo rendimiento y que la configuración de la preparación previa influye significativamente en los procesos que ocurren en el aula. Se encuentran vacíos en el tema como la escasez de estudios longitudinales y a nivel institución, así como de diseño instruccional diferenciado y adaptativo.

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An evaluation of flipped e-learning experiences

Abstract: This study contributes to a more comprehensive understanding of effective ways of overcoming distributed learning challenges in online CPD using a flipped approach.

Cited by 17 publications

References 35 publications

Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses’ Knowledge, Attitude, and Practice: A Quasi-Experimental Trial

Effectiveness of Digital Flipped Learning Evidence-Based Practice on Nurses’ Knowledge, Attitude, and Practice: A Quasi-Experimental Trial

SAGES Reimagining Education & Learning (REAL) project

Avanzar al conocimiento científico: estado del arte del aprendizaje invertido

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