Using the flipped classroom in graduate nursing education.

doi:10.1097/NNE.0B013E3182A0E56A

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Journal Article•DOI•

The use of flipped classrooms in higher education: A scoping review

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Jacqueline O'Flaherty¹, Craig Phillips¹•Institutions (1)

University of South Australia¹

01 Apr 2015-Internet and Higher Education

TL;DR: The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate Education and post-graduate education.

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Abstract: There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.

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1,491 citations

Journal Article•DOI•

Enhancing Student Engagement Using the Flipped Classroom

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Mary Beth Gilboy¹, Scott Heinerichs¹, Gina Pazzaglia¹•Institutions (1)

West Chester University of Pennsylvania¹

01 Jan 2015-Journal of Nutrition Education and Behavior

TL;DR: The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses.

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746 citations

Cites background from "Using the flipped classroom in grad..."

...Faculty in a graduate-level nurse practitioner program reported that their pediatric nursing course was not engaging students.(12) Faculty redesigned the course using the flipped classroom instructional approach by adding weekly out-of-class videos and pre-class modules....
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...Graduate nursing students reported satisfaction with the flipped classroom and the active learning methods used.(12) Pharmacy educators redesigned a basic pharmacy course using the flipped classroom approach with online videos replacing class lectures and structuring class time as active learning strategies....
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Journal Article•DOI•

A systematic review of the effectiveness of flipped classrooms in medical education

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Fei Chen¹, Angela M Lui², Susan M. Martinelli¹•Institutions (2)

University of North Carolina at Chapel Hill¹, State University of New York System²

01 Jun 2017-Medical Education

TL;DR: The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning.

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Abstract: Context There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning. Methods A literature search was conducted using the major electronic databases in 2016. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. The scope and quality of all resultant studies were evaluated. Studies identified as using controlled designs were further synthesised to assess the effects of FCs on learning. Results A total of 118 articles were obtained. Full texts of 82 articles were reviewed. Nine of the included 46 articles used a controlled design when examining the effects of the FC. There were generally positive perceptions of the FC approach. However, the effects of FCs on changes in knowledge and skills were less conclusive as the effect sizes ranged from d = −0.27 to 1.21, with a median of 0.08. The varying direction and magnitude of the effect sizes, together with their 95% confidence interval, which contained zero, suggested the lack of strong evidence for the effectiveness of FCs in promoting knowledge acquisition above and beyond the traditional learning methods. Conclusions There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.

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456 citations

Journal Article•DOI•

The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education.

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Vasiliki Betihavas¹, Heather Bridgman², Rachel Kornhaber³, Merylin Cross²•Institutions (3)

University of Sydney¹, University of Tasmania², RMIT University³

01 Mar 2016-Nurse Education Today

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.

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427 citations

Cites background from "Using the flipped classroom in grad..."

...Observing that the flipped classroom was heavily dependent on information technology (IT) support, Critz and Knight (2013) offered students access to the library and technology centre....
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...A participant in the study by Critz and Knight (2013) commented, “…I would rather listen to the expert (instructor) who has the education and experience, not a peer who knows as little as I do.”...
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...Critz and Knight (2013) noted that more preparation timewas needed to implement theflipped classroom....
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...Author/s & year Course/Program Frequency Pre-class preparatory strategies Within-class active learning strategies Critz and Knight (2013) Post graduate paediatric course 15 week semester Minimum 10 h pre-class study; 11 pre-class modules including pre-reordered lectures (20–40 min); peer text books…...
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...Critz and Knight (2013) reported positive feedback with a satisfaction rating of greater than 75% for content, out-of-class readings, level of quiz difficulty, case-scenarios, pre-recorded lectures and the number of assignments incorporated in the flipped classroom....
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Journal Article•DOI•

Flipped Classrooms: A Review of Key Ideas and Recommendations for Practice.

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Sarah DeLozier¹, Matthew G. Rhodes¹•Institutions (1)

Colorado State University¹

01 Mar 2017-Educational Psychology Review

TL;DR: In this paper, the authors discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings and argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or flipped classroom.

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Abstract: Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video lectures) and in-class activities (e.g., quizzes, student discussions). We argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or the flipped classroom. Future work should continue to examine the influence of individual activities on student learning and behaviors, particularly when objective measures of learning, such as quizzes and exams, are held constant.

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363 citations

Cites background from "Using the flipped classroom in grad..."

...Rather, outcomes frequently reflected students’ perceptions of their learning (e.g., Butt 2014; Critz and Knight 2013; Davies et al. 2013; Ferreri and O’Connor 2013; Forsey et al. 2013; Gilboy et al. 2015; Hoffman 2014; Jamaludin and Osman 2014; Kim et al. 2014; Lage et al. 2000; McLaughlin et al.…...
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INSTRUCTIONAL DESIGN AND ASSESSMENT Redesign of a Large Lecture Course Into a Small-Group Learning Course

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Stefanie P. Ferreri

01 Jan 2013

TL;DR: In this article, the authors describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course, which allowed students to spend the majority of class time conducting small group learning activities to promote communication, problem solving, and interpersonal skills.

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Abstract: Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course. Design. Prereadings and study guides were used to facilitate students’ independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills. Assessment. Changes in course delivery were assessed over a 2-year period by comparing students’ grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades. Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

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216 citations

Using the flipped classroom in graduate nursing education.

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Cites background from "Using the flipped classroom in grad..."

Cites background from "Using the flipped classroom in grad..."

Cites background from "Using the flipped classroom in grad..."

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