Experiences of students in the MOOC-based flipped classroom of Basic Nursing: a qualitative study

Abstract

Objective To investigate students′ experiences of learning achieved through the flipped classroom based on Massive Open Online Course (MOOC). Methods Qualitative study in which data were gathered from semi-structured and in-depth interviews conducted with 8 key students from the flipped classroom. The interviews were analyzed using Nancy′s phenomenology 7-step analysis method. Results Four themes emerged from the interviews: personalized learning, active learning, cooperative learning, and the critical role of teacher. Conclusions Overall, our research highlights the efficacy of MOOC-based flipped classroom. The implementation of the flipped classroom in this study improved personalized, active, and cooperative learning, and promoted the positive teacher-student relationship. Further research is needed to continue the investigation into maintaining students′ learning initiatives, controlling teach-learning progression, and strengthening formative evaluation. Key words: Nursing care; Massive open online course (MOOC); Flipped classroom; Qualitative study