Student and Faculty Experiences in the Flipped Learning Environment in Undergraduate Nursing.
Journal
Nursing education perspectives
ISSN: 1536-5026
Titre abrégé: Nurs Educ Perspect
Pays: United States
ID NLM: 101140025
Informations de publication
Date de publication:
Historique:
pubmed:
10
10
2018
medline:
10
9
2019
entrez:
10
10
2018
Statut:
ppublish
Résumé
The aim of the study was to describe student and faculty experiences in the flipped learning environment. Studies of flipped instruction in science, technology, engineering, and mathematics reveal improvements in student performance. There is limited research related to student and faculty experiences in the learning environment. This study utilized a multiple-case study research design with two undergraduate nursing courses at two institutions. Student participants in Case A felt the implementation of flipped learning reflected the pillars of flipped learning more than Case B participants. The strategies used to implement flipped learning in the two cases were different as were student experiences. Three conclusions resulted from the study: flipped learning results in a shift in the student role that requires additional instructor support, instructors would benefit from guidance in the form of best practices, and nurse educators can use flipped learning to better meet the learning needs of their students.
Sections du résumé
AIM
OBJECTIVE
The aim of the study was to describe student and faculty experiences in the flipped learning environment.
BACKGROUND
BACKGROUND
Studies of flipped instruction in science, technology, engineering, and mathematics reveal improvements in student performance. There is limited research related to student and faculty experiences in the learning environment.
METHOD
METHODS
This study utilized a multiple-case study research design with two undergraduate nursing courses at two institutions.
RESULTS
RESULTS
Student participants in Case A felt the implementation of flipped learning reflected the pillars of flipped learning more than Case B participants. The strategies used to implement flipped learning in the two cases were different as were student experiences.
CONCLUSION
CONCLUSIONS
Three conclusions resulted from the study: flipped learning results in a shift in the student role that requires additional instructor support, instructors would benefit from guidance in the form of best practices, and nurse educators can use flipped learning to better meet the learning needs of their students.
Identifiants
pubmed: 30299345
doi: 10.1097/01.NEP.0000000000000414
doi:
Types de publication
Journal Article
Langues
eng