Quantitative Outcomes for Nursing Students in a Flipped Classroom

Harrington, Susan; Bosch, Melodee Vanden; Schoofs, Nancy; Beel-Bates, Cynthia; Anderson, Kirk

doi:10.5480/13-1255

Cited by 101 publications

(84 citation statements)

References 1 publication

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“…However, some scholars have found more mixed results. Harrington et al (2015) found no significant differences in the learning outcomes for nursing students randomly assigned to either a flipped or traditional teaching style; Jensen et al (2015a) found similar results for introductory biology students between a flipped and non-flipped classroom. A systematic review of 21 nursing studies Betihavas et al (2016) similarly found overall themes of neutral or positive academic outcomes and mixed results for satisfaction.…”

Section: The Evidence On Flipped Classroomsmentioning

confidence: 83%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

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Section: The Evidence On Flipped Classroomsmentioning

confidence: 83%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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“…The proxy measure that taps the improvement of students’ academic performance has been their grade from a college course, such as the mid‐term and final grade (Geist, Larimore, Rawiszer, & Al Sager, ; Harrington, Bosch, Schoofs, Beel‐Bates, & Anderson, ; Huang & Fang, ; Lee, ). Some reported no statistical difference in the grades between the control and experimental groups (Geist et al .…”

Section: Review Of the Literaturementioning

confidence: 99%

Quasi‐experimental study on the effectiveness of a flipped classroom for teaching adult health nursing

Park

2017

Japan Journal Nursing Sci

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“…While other studies did not demonstrate a difference between traditional method and the FL model such as Harrington, Bosch, Schoofs, Beel-Bates, and Anderson (2015), who examined the impact of the FL model on nursing student at The Public University in the USA were the results did not demonstrate statistically significant differences between the two methods in terms of outcomes. As well as Larson and Yamamoto (2013) conducted a study in Excel class on students' academic achievements were the results indicated that there is no statistically significant difference in mean scores between the two groups.…”

Section: Literature Reviewmentioning

confidence: 67%

The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

Seitan¹,

Ajlouni²,

Al-Sharah³

2020

IES

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The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.

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Quantitative Outcomes for Nursing Students in a Flipped Classroom

Cited by 101 publications

References 1 publication

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Quasi‐experimental study on the effectiveness of a flipped classroom for teaching adult health nursing

The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

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