Can Flipped Classroom Enhance Class Engagement and Academic Performance among Undergraduate Pediatric Nursing Students? A Mixed-Methods Study

Autor/inn/en	Busebaia, Toqa Jameel Abbas; John, Bindu
Titel	Can Flipped Classroom Enhance Class Engagement and Academic Performance among Undergraduate Pediatric Nursing Students? A Mixed-Methods Study
Quelle	In: Research and Practice in Technology Enhanced Learning, 15 (2020), Artikel 4 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Busebaia, Toqa Jameel Abbas) ORCID (John, Bindu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-020-0124-1
Schlagwörter	Blended Learning; Teaching Methods; Nursing Education; Student Attitudes; Learner Engagement; Academic Achievement; Feedback (Response); Case Method (Teaching Technique); Check Lists; Concept Formation; Tests; Learning Motivation; Self Esteem; Pediatrics; Course Content; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pflegepädagogik; Schülerverhalten; Schulleistung; Case method; Fallmethode; Checkliste; Concept learning; Begriffsbildung; Examination; Prüfung; Examen; Motivation for studies; Lernmotivation; Self-esteem; Selbstaufmerksamkeit; Klinische Sozialpädiatrie; Kursprogramm
Abstract	The study aimed to assess the nursing students' class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classroom (FCR) in comparison to the current teaching methodology. Participants were 22 females and 4 males, selected through convenience sampling method, and were evaluated at pre-cycle with case-based learning, post-cycle I with FCR, and post-cycle II, using FCR with an extra class time, in a cyclical nature of inquiry. Data collection involved a triangulation technique using checklists to observe and assess students' class engagement, quizzes for measuring class performance, and focus group interviews. The focus group interview reflections and feedback were used to refine and plan the next cycle.The quiz and the class engagement scores were highly significant at post-cycle II where the FCR was used with extra class time compared to post-cycle I and pre-cycle. The participants stated that they gained a deeper understanding of concepts, were motivated and more confident in learning the course material. The study findings support the use of FCR in learning pediatric course content. Further empirical evidence is required for adapting FCR to other courses in the curricula to determine its suitability to a particular teaching content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01