Evaluating nursing students' engagement in an online course using flipped virtual classrooms

Abstract

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students' evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments. Please cite this article as:Phillips, C., & O'Flaherty, J. (2019). Evaluating nursing students' engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59-71.

UAE university students’ experiences of virtual classroom learning during Covid 19

“…Phillips and O'Flaherty, ( 2019 ) studied the concept of the virtual flipped classroom amongst university students. Although there was not significant difference found in student's academic performance when comparing the virtual flipped classroom to the traditional method of teaching for these nursing students, they did find that the course tutors played a large role.…”

“…Students did not have a positive tutor experience with the virtual flipped classroom approach and found that tutors were often underprepared and lacked training on how to use the virtual classroom effectively. Therefore, Phillips and O'Flaherty, ( 2019 ) advocated for more professional development for those staff who use the VC to maximise effectiveness for the students.…”

“…In addition to this, how the course is developed and constructed needs to be taken into consideration as this will be slightly different in a virtual classroom than for to face to face class. Phillips and O'Flaherty, (2019) studied the concept of the virtual flipped classroom amongst university students. Although there was not significant difference found in student's academic performance when comparing the virtual flipped classroom to the traditional method of teaching for these nursing students, they did find that the course tutors played a large role.…”

A conceptual model of flipped classroom adoption in medical higher education

“…This model enables students to enhance their learning process by active collaboration with their peers. FC leads to the greater involvement of students in high-quality active learning (Phillips and O'Flaherty, 2019). Also, studies show that by adopting the FC, instructors have more opportunity, flexibility and freedom to design the learning methods and enhance students' competency such as critical thinking and problem-solving ability (Flores I Alarcia et al, 2016).…”

Maintaining informatics training learning outcomes with a COVID-19 era shift to a fully online flipped course

“…Prior to the pandemic, there were minimal examples of virtual flipped classroom use in the literature, for any discipline. 4 , 5 Previous work focused mostly on physical flipped classrooms, often with asynchronous online learning components. Some synchronous online course design research has been conducted, but there was scant evidence for also using a flipped classroom model in those studies.…”