Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study

Dehghanzadeh, Shadi; Jafaraghaee, Fateme

doi:10.1016/j.nedt.2018.09.027

Cited by 139 publications

(124 citation statements)

References 37 publications

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“…En relación a su efecto en el aprendizaje y en concreto atendiendo al constructo rendimiento académico, éste se define como el logro alcanzado por el estudiante en su proceso formativo. Son varios los estudios que relacionan el uso del método flipped classroom con el aumento del rendimiento académico de los estudiantes (Awidi y Paynter, 2018;Dehghanzadeh y Jafaraghaee, 2018;Domínguez et al, 2015;Hinojo et al, 2018;Matzumura et al, 2018) y con la mejora de los materiales educativos (Contreras et al, 2017). Esto destaca un foco de interés en torno a la temática y por la comprobación empírica de estos resultados, que a priori remarcan una mejora en las calificaciones de los estudiantes.…”

Section: Revisión De La Literaturaunclassified

“…Centrándonos en el constructo de análisis, rendimiento académico, se confirma que el tamaño del efecto global de los 12 estudios analizados es a favor del grupo experimental. Por lo que se puede afirmar que el flipped classroom implica una mejora del rendimiento académico de los estudiantes (Awidi y Paynter, 2019;Dehghanzadeh y Jafaraghaee, 2018;Domínguez et al, 2015;Hinojo et al, 2018;Matzumura et al, 2018). Por otro lado, a diferencia del meta-análisis de Chen y otros (2018) y Gillette y colaboradores (2018), se constata la diferencia significativa entre el grupo control y experimental.…”

Section: Discusión Y Conclusionesunclassified

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Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Martínez

Díaz

Rodríguez

et al. 2018

REICE

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Section: Revisión De La Literaturaunclassified

Section: Discusión Y Conclusionesunclassified

Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Martínez

Díaz

Rodríguez

et al. 2018

REICE

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“…In addition, there are fewer studies that have explored the demotivating factors in students' learning compared to those that have explored motivating factors. While the current trend in higher education is to facilitate students' learning motivation by incorporating active learning approaches, such as the flipped-classroom [23] and problem-based learning [24], traditional lectures and laboratory-based skills practice are still dominant teaching styles in nursing education. Therefore, nursing faculties should understand which aspects of their everyday teaching practice and learning environment may motivate or demotivate students as regards their active engagement in lectures and laboratory-based skills practice.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Takase

Niitani

Imai

et al. 2019

International Journal of Nursing Sciences

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ObjectivesThe objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings.MethodsA total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis.ResultsThree themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches.ConclusionsTo prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate.

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“…This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited. (12), and critical thinking skills (13) are strengthened in this method.…”

Section: Introductionmentioning

confidence: 97%

Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches

Dehghanzadeh

2019

Strides Dev Med Educ

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Background: Active learning approaches, including the flipped classroom, can enhance meaningful learning among students of medical sciences. Objectives: The purpose of this study was to investigate the effect of the flipped classroom teaching method on nursing students' learning approaches. Methods: This one-group quasi-experimental study with a pretest-posttest design was carried out among 46 undergraduate nursing students who had passed the orthopedic nursing course in the academic year of 2017-2018. The participants were selected by the census method. To teach through the flipped classroom method, the instructor provided electronic content for the course using the Articulate Storyline software. Students studied electronic contents and the reference book prior to each session and participated in predetermined collaborative activities. Data were collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) before and after the completion of the classes. Data were analyzed using descriptive statistics, independent t test, paired t test and Pearson correlation coefficient by SPSS software. Results: The flipped classroom method significantly increased the deep learning approach (P <0.001) and its subscales including deep motive (P <0.001) and deep strategy (P = 0.001). Also, there was a significant negative correlation between deep learning and superficial learning before (r = -0.29, P = 0.047) and after (r = -0.34, P = 0.015) the implementation of the flipped classroom method. Conclusions: By implementing the flipped classroom method, deep learning among nursing students is strengthened. Also, by assessing learners' study approaches, it is possible to identify the various educational methods that affect deep learning.

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Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study

Cited by 139 publications

References 37 publications

Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice

Influence of Flipped Classroom Method on Nursing Students’ Learning Approaches

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