Abstract
BackgroundThe COVID-19 pandemic has initiated digital developments in higher education while closing in-person university classes. As this crisis continues, the need to revive virtual learning opportunities was seriously felt. The present study was conducted to determine the online flipped classroom’s effect on nursing students’ self-directed learning readiness and metacognitive awareness.Methods This quasi-experimental single-group study with pretest-posttest design recruited 34 sophomore students of a nursing school in Lorestan province, Western Iran selected by census according to the inclusion criteria. Online asynchronous learning and online flipped classrooms were used during the semester’s first and second eight weeks, respectively. Students filled out self-directed learning readiness scale and metacognitive awareness inventory online before, in the middle of, and at the end of the semester. Data were analyzed using paired t-test in Stata-14 software.ResultsThere was no significant difference between the mean score of metacognitive awareness before and after Online asynchronous learning (P=0.15), but the mean score of self-directed learning readiness increased significantly after OA (P=0.0004). After applying online flipped classrooms, students’ mean (SD) scores of metacognitive awareness and self-directed learning readiness were 272.03 (53.03) and 162.03 (21.77), respectively, which confirmed their significant improvement compared to before the intervention. A comparison of the mean score changes of both methods indicated that their implementation did not lead to significant differences between the mean total score of metacognitive awareness (P=0.15) and the mean total score of self-directed learning readiness (P=0.07).DiscussionOnline flipped classroom approach can be used as an effective method in nursing education by improving self-directed learning and metacognitive awareness, which are essential in online education for nursing students.
Highlights
The COVID-19 pandemic has initiated digital developments in higher education while closing inperson university classes
There was no significant difference between the mean scores of metacognitive awareness (p=0.15) before and after implementing the offline method
There was a significant difference between the mean score of self-directed learning readiness (p=0.0004) before and after implementing the online asynchronous (OA) method, which indicated an increase
Summary
The COVID-19 pandemic has initiated digital developments in higher education while closing inperson university classes. As this crisis continues, the need to revive virtual learning opportunities was seriously felt. The COVID-19 pandemic has initiated digital developments in higher education and closed in-person classes in universities and schools [1,2,3]. Online learning methods were introduced as appropriate educational strategies during the COVID-19 pandemic [1]. Such a sudden shift in educational approach from traditional to online learning without sufficient opportunity to prepare and design virtual classes created some challenges [1, 5]. Online learning requires sufficient mental, physical, and economic readiness to support students’ learning defects [10] especially, when some students’ access to the Internet is poor, they need to be empowered to engage in active self-disciplined, and self-directed learning [11]
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