Flipping to Motivate

Abstract

Background Research suggests flipped learning may improve student motivation to learn. Purpose This study examined motivation and learning strategies among prelicensure BSN students in a course taught using the flipped learning model. The hypothesis was that flipped learning may improve motivation and learning strategies of students. Methods A descriptive, comparative design examined motivation and learning strategies used by students in a flipped learning course. The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students at a Midwestern university. Results Substantial decreases were found from pretest to posttest mean scores for the task value, control of learning beliefs, and help seeking subscales. Conclusion The results did not support the hypothesis that flipped learning would improve motivation and learning strategies. Further research in larger diverse samples of students in a flipped learning course is recommended.

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

“…•instances of attribute: 20% •occurrences: 23,24,25,30,34,35,36,38,45,41,57,62,78,85 •Modified problem-based learning is the new norm in health services •Active learning methods in an online environment, with time, effort and scalability in mind.…”

“…In addition, students expressed difficulty managing their own small groups [55]. Further, the "flipped" classroom approach did not support student motivation in undergraduate nursing students [45].…”

Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

“…Fundamentally, it is apparent that students increase their study time in FC but without increasing appreciably the total workload (Bawaneh & Moumene, 2020;He et al, 2019). This is why various studies agree on the importance of emphasising work prior to the class so that students understand its importance and are more motivated (Lee & Choi, 2019;Pence et al, 2021).…”

“…Of these, 26 measure it in an objective and quantifiable manner through some type of grade or score that the students obtain (marks from exams, tests, or formative assessments), depending on the sample, subject, context, method, data collection instrument, and time of the study. The other 6 (Gómez et al, 2020;Pence et al, 2021;Saunders et al, 2017;Sudarmika et al, 2020;Velde et al, 2021; use surveys, interviews, or students' self evaluations of their level of academic performance.…”

“…Of the 21 articles that study motivation as a variable, 12 explicitly mention this variable, measuring motivation through the opinion of the teacher and through surveys of students' perceptions following the implementation of FC (Jiménez-Rodríguez et al, 2020;Thai et al, 2017) and through validated questionnaires (Bawaneh & Moumene, 2020;Cho & Kim, 2019;Gómez et al, 2020;Jeong et al, 2020;Kühl et al, 2019;Ma et al, 2018;Pence et al, 2021;Thai et al, 2020;Wang & Zhu, 2019;Zheng et al, 2021).…”