Abstract
Objectives In this study, phenomenological research was conducted to examine real-time online experience with the Havruta teaching method and application of flipped learning in a psychiatric nursing class.
 Methods In this study, eight students currently enrolled in their third year of a nursing program participated in individual in-depth interviews for data collection from March 3 to April 23, 2021. The collected data were analyzed using Colaizzi’s phenomenological method of analysis to explore the nature and meaning of experience.
 Results Ten meaningful themes were derived through the real-time online experience with the Havruta Teaching Method and application of flipped learning in a psychiatric nursing class. The four theme clusters follow: (1) a teaching method that aids in longer memory retention, (2) a teaching method that boosts interest and motivation, (3) the shortage of time, and (4) a desire for improvement in parts of the lecture. In particular, the study participants noticed longer memory retention of learning material and hoped to have more classes utilizing the same instructional method in the future.
 Conclusions This study demonstrated that self-driven, learner-centered teaching methods, such as the Havruta teaching method, can improve nursing students’ learning efficiency and stimulate their academic interest. Furthermore, as online learning in universities is predicted to be on the rise even after the end of the COVID-19 pandemic, efforts will be needed to modify existing teaching methods accordingly and establish appropriate ways to promote the anticipated learning outcomes.
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