The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design

2021 ◽  
pp. 105037
Author(s):  
Yujing Dong ◽  
Haiyan Yin ◽  
Shizheng Du ◽  
Aihong Wang
Keyword(s):  
Experimental Design ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Community Nursing ◽  
Quasi Experimental ◽  
Nursing Course

scholarly journals Flipped classroom as a didactic strategy to develop self-regulated learning in university students

2021 ◽  
Vol 7 (3C) ◽  
pp. 187-199
Author(s):  
Jessica Paola Palacios Garay ◽  
Pablo Celestino Olivares Rodríguez ◽  
Jenny Marianella Zavaleta Oliver ◽  
Olga Natividad Arellanos Tafur
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Flipped Classroom ◽  
Public University ◽  
Pilot Test ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
Quasi Experimental ◽  
Independent Variable

The research entitled Flipped classroom as a didactic strategy to develop self-regulated learning in university students, was carried out in order to verify the effectiveness of the use of the flipped classroom strategy in the development of self-regulated learning. The type of research was applied, taking into account a quantitative approach, with an experimental, quasi-experimental design; where a program was applied with the use of the didactic strategy and, for self-regulated learning, a questionnaire before and after the application of the independent variable. The population consisted of 200 students from the III cycle of the education career of a public university. The technique will be the survey and, the instrument, a questionnaire for the validated dependent variable; through expert judgments and reliability with a pilot test. For the results, the Mann Whitney U test was applied, where it is concluded that the flipped classroom program influences self-regulated learning in students; since highly significant differences were found (z = –12.004; p <0.000).

scholarly journals Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

2019 ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.Methods The study was a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 assigned to an experimental group and 198 to a control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.Results The experimental group did show that there were statistically significant increases in overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.Conclusions A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for an RN-to-BSN program for today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

Flipping the Class for Students to Learn to Teach Economics

2018 ◽  
pp. 287-306 ◽  
Author(s):  
Micheal Moos van Wyk
Keyword(s):  
Distance Learning ◽  
Experimental Design ◽  
Student Teachers ◽  
Direct Instruction ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Further Education ◽  
Current Debate ◽  
Post Test ◽  
Quasi Experimental

The current debate at colleges of teacher education about introducing and redesigning learning programmes by including flipped classroom pedagogy emerged as a technology-integrated teaching strategy as a means to support students in an open distance learning approach. The flipped classroom pedagogy (FCP) is a student centeredness teaching strategy that the lecturer and student teachers interact through in-class or out-of-class activities. This chapter explores to what extent does a Flipped Classroom Pedagogy enhances student teachers' learning as compares to Direct Instruction method when learning to teach Economics at an open distance learning university. The study adopted quasi-experimental design, encompasses a pre-test, post-test and Flipped Classroom Pedagogy Questionnaire. A purposive sampling of Post Graduate Certificate of Education (PGCE) and Batchelor of Education (BEd: Senior and Further Education and Training phase) student teachers (n=371) was selected. Results showed that the used of Flipped Classroom Pedagogy in the quasi-experimental design and on the online survey influenced student teachers' performance as compared to the Direct Instruction method in the course. Further research is needed with larger samples including other teacher teaching methodology courses that will yield different results.

scholarly journals Abtadi English Program to Improve the Production of Descriptive Texts in Peruvian Students

2021 ◽  
Vol 11 (1) ◽  
pp. 6010-6024
Author(s):  
Abel Tapia- Díaz ◽  
Isabel Menacho- Vargas ◽  
Maribel Cubas- Díaz ◽  
Jenny Grados- Moreno ◽  
María Ysabel Huari- Álvarez
Keyword(s):  
Experimental Design ◽  
Collaborative Learning ◽  
Hypothesis Testing ◽  
Quantitative Approach ◽  
Evaluation Instrument ◽  
Hypothesis Tests ◽  
Global Pandemic ◽  
Quasi Experimental ◽  
English Program ◽  
The Average Range

The purpose of the research was to determine to what extent the Abtadi strategy and collaborative learning improve the production of descriptive texts in English. It is a study with a quantitative approach, applied type and a quasi-experimental design, it had 82 students as a population, the evaluation instrument was a rubric, for hypothesis testing the Krukal Wallis statistic was used. Likewise, from the results of the hypothesis tests, it was obtained that the average range of the 3 groups are different and whose significance is .000, with p<0.05, it is interpreted that the researcher's hypothesis must be accepted. And consequently, it is inferred that the Abtadi strategy improves the production of descriptive texts in English and in their respective dimensions through G-suite for education, in this context of a global pandemic and remote teaching.

scholarly journals Kemampuan Berfikir Kritis Matematis Siswa dengan Menggunakan Model Collaborative Learning dengan Pendekatan Open-Ended Berbantuan Media Macroflash 8

2019 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Ika Nur Janah ◽  
Rida Fironika Kusumadewi ◽  
Nuhyal Ulia
Keyword(s):  
Experimental Design ◽  
Collaborative Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental

Kemampuan berfikir kritis matematis merupakan kemampuan berfikir dalam menyelesaikan suatu masalah yang melibatkan pengetahuan, penalaran, dan pembuktian matematika. Namun pada kenyataannya kemampuan berfikir kritis matematis siswa kelas V SD Negari Sembungharjo 01 masih rendah. Tujuan dari pembelajaran ini adalah agar kemampuan berfikir kritis matematis siswa berkembang setelah pembelajaran dengan model <em>collaborative learning </em>berpendekatan <em>open-ended</em> berbantuan media <em>macroflash</em> 8. Penelitian ini menggunakan desain <em>Quasi Experimental Design </em>dengan bentuk <em>pretest-posttest control group design</em> Hasil penelitian menunjukkan bahwa: (1) kemampuan berfikir kritis matematis siswa kelas eksperimen menggunakan model <em>collaborative learning</em> berpendekatan <em>open-ended </em>berbantuan media <em>macroflash </em>8 lebih baik atau sama terhadap siswa kelas kontrol dengan menggunakan model ekspositori, dibuktikan dengan hasil -t tabel (-2,034) ≤ t hitung (1,503) ≤ t hitung (2,034) sehingga Ho ditolak dan Ha diterima diartikan terdapat perbandingan nilai <em>pretest</em> dan <em>posttest</em> pada kelas eksperimen dan kelas kontrol pada uji-t. Dalam penelitian ini dapat disimpulkan bahwa setelah diberikan pembelajaran model <em>collaborative learning</em> berpendekatan <em>open-ended</em> terdapat perbedaan hasil dari sebelum dan sesudah pembelajaran terhadap kemampuan berfikir kritis matematis.

scholarly journals Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program. Methods The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes. Results The experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction. Conclusions A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in Nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

scholarly journals Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

2020 ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background: New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.Methods: The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.Results: The experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.Conclusions: A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

scholarly journals Learning Outcomes of a Flipped Classroom Teaching Approach in an Adult-health Nursing Course: A Quasi-Experimental Study

2020 ◽  
Author(s):  
Jun-Yu Fan ◽  
Ying-Jung Tseng ◽  
Li-Fen Chao ◽  
Shiah-Lian Chen ◽  
Sui-Whi Jane
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Core Competencies ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Adult Health ◽  
Quasi Experimental ◽  
Health Nursing ◽  
Nursing Course

Abstract Background: New teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.Methods: The study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes. Results: The experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction. Conclusions: A flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

scholarly journals Kemampuan Berfikir Kritis Matematis Siswa dengan Menggunakan Model Collaborative Learning dengan Pendekatan Open-Ended Berbantuan Media Macroflash 8

2019 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Ika Nur Janah ◽  
Rida Fironika Kusumadewi ◽  
Nuhyal Ulia
Keyword(s):  
Experimental Design ◽  
Collaborative Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental

Kemampuan berfikir kritis matematis merupakan kemampuan berfikir dalam menyelesaikan suatu masalah yang melibatkan pengetahuan, penalaran, dan pembuktian matematika. Namun pada kenyataannya kemampuan berfikir kritis matematis siswa kelas V SD Negari Sembungharjo 01 masih rendah. Tujuan dari pembelajaran ini adalah agar kemampuan berfikir kritis matematis siswa berkembang setelah pembelajaran dengan model <em>collaborative learning </em>berpendekatan <em>open-ended</em> berbantuan media <em>macroflash</em> 8. Penelitian ini menggunakan desain <em>Quasi Experimental Design </em>dengan bentuk <em>pretest-posttest control group design</em> Hasil penelitian menunjukkan bahwa: (1) kemampuan berfikir kritis matematis siswa kelas eksperimen menggunakan model <em>collaborative learning</em> berpendekatan <em>open-ended </em>berbantuan media <em>macroflash </em>8 lebih baik atau sama terhadap siswa kelas kontrol dengan menggunakan model ekspositori, dibuktikan dengan hasil -t tabel (-2,034) ≤ t hitung (1,503) ≤ t hitung (2,034) sehingga Ho ditolak dan Ha diterima diartikan terdapat perbandingan nilai <em>pretest</em> dan <em>posttest</em> pada kelas eksperimen dan kelas kontrol pada uji-t. Dalam penelitian ini dapat disimpulkan bahwa setelah diberikan pembelajaran model <em>collaborative learning</em> berpendekatan <em>open-ended</em> terdapat perbedaan hasil dari sebelum dan sesudah pembelajaran terhadap kemampuan berfikir kritis matematis.

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