Abstract
Introduction: Flipped classroom is an instructional model which is flipping the traditionally learning method used in class now being the homework for college students, while classes are conducted face to face using collaborative learning and inquiry-based learning method. This study aimed to explain the effectiveness of flipped classroom learning combined with team based learning toward learning achievement and satisfaction of nursing students. Methods: this was a quasi experimental study using non equivalent group post test only design. Population was year two students class A and class B, sample size was 161 students which is 81 students from class A and 80 students from class B. Results: more respondents were satisfied with flipped classroom learning combined with team based learning (92.6%). Mean rank of group undertaking flipped classroom combined with team based learning were higher (96.90) compared to group undertaking traditional method (64.91). Mann-whitney showed that p value = 0.000 which means there was a different of learning achievement between group of student undertaking flipped classroom learning combined with team based learning and students undertaking traditional method. Conclusions : Flipped classroom combined with team based learning are more effective than the traditional learning. It is recommended to use mix-method and larger sample for further study.
Highlights
Flipped classroom is an instructional model which is flipping the traditionally learning method used in class being the homework for college students, while classes are conducted face to face using collaborative learning and inquiry-based learning method
Team based learning appears to promote team participation and improved knowledge (Haidet, 2014). there is evidence that flipped classroom learning combined with team based learning has increased student satisfaction and higher engagement compared to traditional lectures ( Sisk, 2011)
Man-whitney showed that p value = 0.000
Summary
Flipped classroom is an instructional model which is flipping the traditionally learning method used in class being the homework for college students, while classes are conducted face to face using collaborative learning and inquiry-based learning method. Mean rank of group undertaking flipped classroom combined with team based learning were higher (96.90) compared to group undertaking traditional method (64.91). Mann-whitney showed that p value = 0.000 which means there was a different of learning achievement between group of student undertaking flipped classroom learning combined with team based learning and students undertaking traditional method. There has been a call for a radical transformation in nursing education to address this gap, involving educators designing learning experiences that enhance education quality and ensure that graduates are prepared for today’s complex nursing practice at different health care facilities (Benner, 2009; Yacout, 2016). To meet learning needs of current undergraduate nursing students, and respond to mandates for bettered prepared graduates, nurse educators must restructure curricula and teaching strategies. There is evidence that flipped classroom learning combined with team based learning has increased student satisfaction and higher engagement compared to traditional lectures ( Sisk, 2011) Team based learning appears to promote team participation and improved knowledge (Haidet, 2014). there is evidence that flipped classroom learning combined with team based learning has increased student satisfaction and higher engagement compared to traditional lectures ( Sisk, 2011)
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