Pre-Class Learning Methods for Flipped Classrooms

Han, Emily J; Klein, Kristin C.

doi:10.5688/ajpe6922

Cited by 75 publications

(49 citation statements)

References 43 publications

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“…Based on various massive open online course (MOOC) platforms, the FC mode can be applied to numerous curricula, with students choosing an appropriate MOOC video for self-learning toward the overarching goal of improving their learning efficiency. Furthermore, pre work, such as reading and writing, is essential [64]. In this meta-analysis, the FC improved students' theoretical performance, but its effect was not as beneficial with respect to skill performance Therefore, instructional designers should make full use of MOOCs to further improve students' theoretical performance.…”

Section: Plos Onementioning

confidence: 84%

Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis

Cao

Ren

et al. 2020

PLoS ONE

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Objective At present, current didactic teaching delivery method help nursing students apply theory to clinical situations in an inefficient way. The flipped classroom (FC), a novel teaching mode emphasizing self-study and critical thinking, has generated interest in nursing education in China. However, there are a gap in the literature and no consistent outcomes of current studies which compared FC and lecture-based learning (LBL), and no systematic review has comprehensively compared theoretical scores as an affected outcome in FC versus LBL modes. Methods In this review, we analyze flipped-learning nursing students' scores, and aim to assess the efficacy and provide a deeper understanding of the FC in nursing education. Following the inclusion criteria, articles were obtained by searching PubMed, Embase and Chinese data, including the China National Knowledge Infrastructure, Wanfang Data, and VIP database until 3 January 2020. Data were extracted from eligible articles and quality was assessed. A meta-analysis was then performed using a random effects model with a standardized mean value (SMD) and a 95% confidence interval (CI).32 studies were included after reviewing 2,439 citations. All studies were randomized controlled trials (RCTs). The FC theoretical knowledge scores in FC were significantly positively affected compared to those of the traditional classroom (SMD = 1.33, 95% CI: 1.02-1.64; P < 0.001). In addition, 23 studies reported skill scores, indicating significant difference between the FC mode and LBL mode (SMD = 1.58, 95%CI: 1.23-1.93; P < 0.001). Conclusions The results of this meta-analysis suggest that compared to the LBL teaching method, the FC mode dose significantly improve Chinese nursing students' theoretical scores. However,

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Section: Plos Onementioning

confidence: 84%

Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis

Cao

Ren

et al. 2020

PLoS ONE

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“…The FC with TBL approach improves students’ academic achievements by enabling them to learn individually and iteratively, facilitating the sharing of learning content among teams of students, and helping the students achieve high levels of knowledge [ 25 , 26 ]. Rather than solving tasks outside the classroom, students perform TBL inside the FC.…”

Section: Introductionmentioning

confidence: 99%

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Kang

Kim

2021

BMC Med Educ

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Background A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. Methods The subjects were undergraduate nursing students enrolled in H University in South Korea. The experiment was conducted over a period of 8 weeks in the public healthcare course. Two groups, blended learning (A flipped classroom with team-based learning) which was the experimental group and traditional lecture-based classroom group, the control group, were assessed. In the blended learning group, the students had pre-class, in-class (including team-based learning elements), and post-class learning elements. The two groups were compared on the following learning outcomes: knowledge, problem-solving ability, and learning satisfaction. Results Results showed that the blended learning instructional methods, in comparison with traditional lectures, enhanced the students’ knowledge, problem-solving ability, and learning satisfaction in the public healthcare course. Conclusions This study supports the feasibility of the flipped classroom with team-based learning as a blended learning strategy, able to produce improvements in nursing students’ learning outcomes. Blended learning approaches may be an effective alternative to conventional approaches in nursing education.

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“…Moreover, due to the unique qualities of medical education, medical educators have been striving for active-learning abilities, critical thinking skills, good humanistic care, and practical capabilities [1] . Traditional lecture-based classroom (LBC) models cannot meet the needs of modern medical education [2], and thus, a variety of teaching mode reforms have emerged one after another, such as Problem-Based Learning [3], Case-Based Learning [4], Team-Based Learning [5], FC [6], and others. Flipped classroom is a special hybrid teaching [7,8].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Ding

Chen

2019

BMC Med Educ

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Background: This study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture-and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students. Methods: FC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, active-learning, practical application, humanistic care and communication with patients. Results: Both the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group. Conclusions: FC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.

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Pre-Class Learning Methods for Flipped Classrooms

Cited by 75 publications

References 43 publications

Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis

Flipped classroom improves nursing students’ theoretical learning in China: A meta-analysis

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

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