Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study

Abstract

The study aimed to assess the nursing students' class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classroom (FCR) in comparison to the current teaching methodology. Participants were 22 females and 4 males, selected through convenience sampling method, and were evaluated at pre-cycle with casebased learning, post-cycle I with FCR, and post-cycle II, using FCR with an extra class time, in a cyclical nature of inquiry. Data collection involved a triangulation technique using checklists to observe and assess students' class engagement, quizzes for measuring class performance, and focus group interviews. The focus group interview reflections and feedback were used to refine and plan the next cycle. The quiz and the class engagement scores were highly significant at post-cycle II where the FCR was used with extra class time compared to post-cycle I and pre-cycle. The participants stated that they gained a deeper understanding of concepts, were motivated and more confident in learning the course material. The study findings support the use of FCR in learning pediatric course content. Further empirical evidence is required for adapting FCR to other courses in the curricula to determine its suitability to a particular teaching content.

A Scoping Review of Active-Learning Strategies for Teaching Social Determinants of Health in Pharmacy

“…The practice of simulation increases student engagement and may increase retention compared to lecture-based learning alone. 19,20 Through simulation, learners communicate and perform clinical skills in a low-stakes environment. This incentive allows the learner to make the wrong decision, critically reflect on their cognitive process, and readdress the situation without the anxiety of high-stakes reform.…”

Análisis sobre el impacto del aula invertida y la tecnología en el proceso educativo sobre el diseño de la comunicación gráfica

“…En el Siglo XXI, el aula invertida está cambiando radicalmente las funciones de los participantes del proceso educativo durante la organización y realización de las actividades escolares (Bakla, 2018;Busebaia & John, 2020). Por ejemplo, los docentes buscan nuevos modelos pedagógicos que faciliten la asimilación de conocimiento y el desarrollo de las competencias en los estudiantes (Rotellar & Cain, 2016).…”

“…El aula invertida es una modalidad blended learning que facilita la participación de los estudiantes dentro y fuera del salón de clases (Hew & Lo, 2018). El uso de este modelo pedagógico se está incrementado en las universidades debido a que los docentes buscan innovar el proceso educativo con el apoyo de las herramientas tecnológicas y plataformas web educativas (Busebaia & John, 2020;Hew & Lo, 2018;Rui et al, 2017). De hecho, el aula invertida reemplaza las actividades realizadas en el salón de clases con la elaboración de tareas individuales y colaborativas en la casa (Bakla, 2018;Uskoković, 2018).…”

“…De hecho, el aula invertida reemplaza las actividades realizadas en el salón de clases con la elaboración de tareas individuales y colaborativas en la casa (Bakla, 2018;Uskoković, 2018). De hecho, este modelo pedagógico permite la creación de espacios educativos que incrementan la satisfacción y motivación de los estudiantes durante el proceso de enseñanza-aprendizaje (Busebaia & John, 2020;Tague & Czocher, 2016).…”

Implications of Zoom and Similar Apps on ‘Flip-class’ Outcome in the New Normal

“…Flip-class is a type of teaching style that enhances student amount engagement and active learning, while giving the faculty an opportunity to deal with mixed levels, student difficulties, and differentiated learning preferences during the in-class time, Busebaia and John (2020). Through the guidance of the faculty who would play the role of a mentor, the students would lead in the flip-class; they would present, discuss certain ideas, recommend certain online information, or induce online discussions, thus engaging other classmates and peer-to-peer learning.…”