The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education

Betihavas, Vasiliki; Bridgman, Heather; Kornhaber, Rachel; Cross, Merylin

doi:10.1016/j.nedt.2015.12.010

Cited by 487 publications

(424 citation statements)

References 28 publications

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“…The growing body of research on the flipped classroom has paved the way for a few review articles about the flipped classroom in general [4,5], in K-12 education [6], and in specific fields, such as engineering education [7] and nursing education [8].…”

Section: Thumbnail Sketch Of the Flipped Classroommentioning

confidence: 99%

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Stöhr

Adawi

2018

Education Sciences

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Abstract:The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of considering a range of individual as well as contextual factors when implementing and evaluating the flipped classroom approach. Based on this observation, we propose and briefly discuss realist evaluation as a promising approach to evaluating educational interventions and for advancing our theoretical understanding of the flipped classroom. We argue that realist evaluation provides an analytical framework for posing the next generation of questions about the flipped classroom and we encourage scholars to address the questions: "How or why does the flipped classroom work, for whom, and in what circumstances?"

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Section: Thumbnail Sketch Of the Flipped Classroommentioning

confidence: 99%

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Stöhr

Adawi

2018

Education Sciences

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“…Betihavas, Bridgman, Korhaber, and Cross conducted a review of nursing education research and classified three challenges to flipping the classroom, student-related, faculty-related, and operational (similar to situational as identified by others) [12]. O'Flaherty and Phillips conducted a broader review and identified student, instructor, economic, and time considerations [11].…”

Section: Flipping the Classroommentioning

confidence: 99%

“…These three had overlapping themes and many similarities. Situational factor examples were content coverage expectations, department norms, and infrastructure [8,11,12]. Illustrations of instructor factors were time constraints, lack of experience, and preferred teaching methods [8,11,12].…”

Section: Flipping the Classroommentioning

confidence: 99%

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To Flip or Not to Flip: What Are the Questions?

Simonson

2017

Education Sciences

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Abstract:The flipped classroom has been receiving a lot of press lately as a more desirable way to manage the classroom and help students learn. However, flipping the classroom may not be appropriate for every course or every instructor. There may be a time when other active learning strategies are more appropriate to meet learning outcomes, student needs, and instructor capacity. This manuscript will discuss what flipping is and the decisions that an instructor might consider before flipping their classroom which might also enhance their implementation of this and other teaching strategies. A decision matrix is provided to illustrate this process.

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“…Many researchers have studied the way in which a flipped classroom approach could be integrated into Higher Education for different disciplines (O'Flaherty and Phillips 2015; Betihavas et al 2016) and many of them have compared traditional and flipped classroom approaches (Marcey and Brint 2012;Tune et al 2013;Baepler et al 2014;Gilboy et al 2014;Hotle and Garrow 2016;Limniou et al 2015;Peterson 2013;Blair et al 2016). For example, they have found that through a flipped classroom approach students have a more efficient and autonomous interaction with learning material thus increasing students' collaboration with their peers in the classroom and increasing students' interaction time with their teachers (Enfield 2013;Roach 2014;Wanner and Palmer 2015).…”

Section: Introductionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

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The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

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The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education

Cited by 487 publications

References 28 publications

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

To Flip or Not to Flip: What Are the Questions?

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

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