Abstract
Objectives This study develops an effective learner-centered, non-face-to-face flip learning program for nursing students. The purpose of this study non-face-to-face flipped learning, it is necessary to examine the effect on problem-solving process, self-directed learning ability, and academic self-efficacy for nursing college students
 Methods This study is a one group pretest-posttest design. It was consisted, conducted 2 March 2021 to 5 June 2021, 46 nursing students. It was applied for a total of 14 weeks in 2hours. This study was one-group pretest-posttest design. The data were collected using self-administered questionnaires. Data analyses paired t-test, and Pearson’ correlation coefficient.
 Results The result of this study nursing students problem-solving process (t=-5.68, p<.000), self-directed learning (t=-4.64, p<.000), academic self-efficacy (=-5.68) after application of non-face-to-face flip learning program practice p<.000) showed a significant effect.
 Conclusions The results indicate that we proposed a non-face-to-face flipped learning design and application plan. And the implications of applying non-face-to-face flipped learning classes were presented. It is expected that the learning effect could be improved with the new teaching method.
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