Journal ArticleDOI
Using the flipped classroom in graduate nursing education.
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TLDR
The flipped classroom model described here was an overwhelming success for both students and faculty.Abstract:
A flipped classroom is a pedagogical model that involves having students view online lectures, read current evidence-based articles, and complete text readings prior to class. Students then come to class ready to actively engage in collaborative learning through case scenarios, small group discussion, or other meaningful, interactive activities. The flipped classroom model described here was an overwhelming success for both students and faculty.read more
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Dissertation
Effectiveness of pre-learning online modules in the first year medical school curriculum
TL;DR: Using nanofiltration membranes for recovery of phosphorous with a second type of technology for the recovery of nitrogen is suggest to be a viable process.
Flexible learning versus classroom lecture : a content analysis of undergraduate nursing students' learning using concept maps
TL;DR: In this article, the authors explore the differences in learning between the flipped classroom (FC) format compared to the traditional classroom lecture (TL) in the context of an undergraduate nursing course and find that the FC approach enhances student learning and aids in the development of higher-level thinking.
Journal ArticleDOI
Studenters erfaringer med Flipped Classroom i en helsefagutdanning
TL;DR: The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education, compared to ordinary lectures.
Proceedings ArticleDOI
Flippedped Learning as a Strategy to Improve Students Higher Order Thinking: (A Quasi Experiment)
TL;DR: In this paper, the authors proposed a flipped learning strategy for higher education in Indonesia, which reverses the traditional learning process where students are provided with material in e-learning before learning in the class and develops the face-to-face learning process in the classroom into a problem solving process.
References
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INSTRUCTIONAL DESIGN AND ASSESSMENT Redesign of a Large Lecture Course Into a Small-Group Learning Course
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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