The Flipped Classroom: Fertile Ground for Nursing Education Research

Author:

Bernard Jean S.1

Affiliation:

1. 1Tennessee Wesleyan College – Nursing, 9845 Cogdill Road, Knoxville, TN 37932, USA

Abstract

AbstractIn the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC’s current state of the science within higher education. Examination of this model’s definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

Publisher

Walter de Gruyter GmbH

Subject

Education,General Nursing

Reference112 articles.

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3. Evaluating a web lecture intervention in a human-computer interaction course;Day;IEEE Transactions on Education,2006

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