The Flipped Classroom: Fertile Ground for Nursing Education Research
01 Jan 2015-International Journal of Nursing Education Scholarship (Int J Nurs Educ Scholarsh)-Vol. 12, Iss: 1, pp 99-109
TL;DR: 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.
Abstract: In 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.
Citations
More filters
TL;DR: Examining how the flipped classroom has been applied in nursing education and outcomes associated with this style of teaching yielded neutral or positive academic outcomes and mixed results for satisfaction.
427 citations
Cites background from "The Flipped Classroom: Fertile Grou..."
...The shift to providing student-centred learning has coincided with the recent surge in flipped classroom curricula in higher education (Bernard, 2015; O'Flaherty and Phillips, 2015)....
[...]
...Despite the uptake of the flipped classrooms in other disciplines there is a dearth of evidence available about the use in nursing curricula (Bernard, 2015; Schlairet et al., 2014)....
[...]
22 Feb 2016
TL;DR: Three recommendations for transforming nursing education are offered: create new nursing education systems which use existing resources in community colleges and universities and which provide for common prerequisites and a shared competency-based nursing curriculum and instructional materials, and invest in a national initiative to develop and evaluate new approaches to pre-licensing clinical education.
Abstract: Evidence is accumulating that nurses completing pre-licensure programs are not equipped with the essential knowledge and skills for today’s nursing practice, nor prepared to continue learning for tomorrow’s nursing. Citing the need to improve quality and increase capacity, this paper offers three recommendations for transforming nursing education: (1) Create new nursing education systems which use existing resources in community colleges and universities and which provide for common prerequisites and a shared competency-based nursing curriculum and instructional materials. (2) Convene one or more expert panels to develop model pre-licensure curricula which: (a) can be used as a framework by faculty in community college-university partnerships for development of their local curriculum; (b) are based on emerging health care needs and widely accepted nursing competencies as interpreted for new care delivery models; (c) incorporate best practices in teaching and learning. (3) Invest in a national initiative to develop and evaluate new approaches to pre-licensure clinical education, including a required post-graduate residency under a restricted license. The author notes that these changes will require significant investment in the reforms, as well as in nursing education research and faculty development. The return on investment would be improved educational capacity and a better prepared nursing workforce, responsive to emerging health care needs and rapidly changing health care delivery systems. TRANSFORMING PRE-LICENSURE NURSING EDUCATION: PREPARING THE NEW NURSE TO MEET EMERGING HEALTH CARE NEEDS The Carnegie Foundation for the Advancement of Teaching joins a chorus of calls for transformation of pre-licensure nursing education (Benner et al., 2009b). Citing the shift of significant responsibility to nurses for managing complex medical regimens, as well as increasing complexity of community based practices, Benner and colleagues concluded that nurses entering the field are not equipped with the essential knowledge and skills for today’s practice nor prepared to continue learning for tomorrow’s nursing (p. 31). They found (1) weak curricula in natural sciences, technology, social sciences and humanities, and in developing cultural competency; (2) weak classroom instruction and limited integration between classroom and clinical experiences; (3) limited strategies in helping The Future of Nursing: Leading Change, Advancing Health Copyright National Academy of Sciences. All rights reserved.
336 citations
TL;DR: A rudimentary flipped classroom model is proposed and a set of 10 guidelines to address the potential challenges of flipped classroom approach are proposed to address student-related challenges, faculty challenges, and operational challenges.
Abstract: An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided.
310 citations
Cites background or methods from "The Flipped Classroom: Fertile Grou..."
...In order to be as comprehensive as possible, the following eight electronic databases were searched: (1) Academic Search Complete, (2) British Education Index, (3) Business Source Complete, (4) Communication & Mass Media Complete, (5) ERIC, (6) Library, Information Science & Technology Abstracts, (7) Teacher Reference Center, and (8) TOC Premier....
[...]
...Some review studies limited their search only to the higher education context (e.g., Bernard 2015; Chua and Lateef 2014; O’Flaherty and Phillips 2015; Seery 2015)....
[...]
...Following the previous reviews (e.g., Bernard 2015; Betihavas et al. 2016; Bishop and Verleger 2013; Chua and Lateef 2014; Giannakos et al. 2014; O’Flaherty and Phillips 2015; Presti 2016; Seery 2015; Zainuddin and Halili 2016; Zuber 2016), we knew that flipped classroom approach enables teachers…...
[...]
TL;DR: This article conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education, and concluded that flipping the classroom is a promising pedagogical approach when appropriately designed.
237 citations
References
More filters
Book•
01 Jan 2014
TL;DR: The Taxonomy of Educational Objectives as discussed by the authors is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
9,708 citations
Book•
01 Jan 2001
TL;DR: The Taxonomy of Educational Objectives as mentioned in this paper is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
7,339 citations
TL;DR: Data analysis methods of qualitative research are proposed as strategies that enhance the rigour of combining diverse methodologies as well as empirical and theoretical sources in an integrative review.
Abstract: Aim. The aim of this paper is to distinguish the integrative review method from other review methods and to propose methodological strategies specific to the integrative review method to enhance the rigour of the process.
Background. Recent evidence-based practice initiatives have increased the need for and the production of all types of reviews of the literature (integrative reviews, systematic reviews, meta-analyses, and qualitative reviews). The integrative review method is the only approach that allows for the combination of diverse methodologies (for example, experimental and non-experimental research), and has the potential to play a greater role in evidence-based practice for nursing. With respect to the integrative review method, strategies to enhance data collection and extraction have been developed; however, methods of analysis, synthesis, and conclusion drawing remain poorly formulated.
Discussion. A modified framework for research reviews is presented to address issues specific to the integrative review method. Issues related to specifying the review purpose, searching the literature, evaluating data from primary sources, analysing data, and presenting the results are discussed. Data analysis methods of qualitative research are proposed as strategies that enhance the rigour of combining diverse methodologies as well as empirical and theoretical sources in an integrative review.
Conclusion. An updated integrative review method has the potential to allow for diverse primary research methods to become a greater part of evidence-based practice initiatives.
6,131 citations
"The Flipped Classroom: Fertile Grou..." refers methods in this paper
...The integrative review method of Whittemore and Knafl (2005) guided construction of an a priori coding sheet used to target theoretical and empirical research that addressed evidence-based findings....
[...]
TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.
Abstract: In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.
3,121 citations
TL;DR: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment as discussed by the authors is a gateway to creating an inclusive learning environment, which is also related to our work.
Abstract: (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education: Vol. 31, No. 1, pp. 30-43.
2,205 citations