Roles and Research Trends of Flipped Classrooms in Nursing Education: A Review of Academic Publications from 2010 to 2017

Autor/inn/en	Chung, Ching-Jung; Lai, Chiu-Lin; Hwang, Gwo-Jen
Titel	Roles and Research Trends of Flipped Classrooms in Nursing Education: A Review of Academic Publications from 2010 to 2017
Quelle	In: Interactive Learning Environments, 29 (2021) 6, S.883-904 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Chiu-Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1619589
Schlagwörter	Role; Trend Analysis; Educational Research; Flipped Classroom; Nursing Education; Literature Reviews; Technology Uses in Education; Instructional Effectiveness; Student Evaluation; Learning Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Rollen; Trendanalyse; Bildungsforschung; Pädagogische Forschung; Flipped classrooms; Flip teaching; Inverted teaching; Pflegepädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Schulnote; Studentische Bewertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study reviewed the published papers on the flipped classroom in nursing education from 2010 to 2017, and tabulated the collected data from various aspects: "before-class stage/ in-class stage/ after-class stage learning strategies," "application domains," "research issues," "participants," "research methods," and "nationalities" based on a theoretical framework. It was found that basic level of flipped classroom mode was frequently used in nurse education; that is, guiding students to watch instructional videos before class, and conducted discussion or practicing in the class. On the other hand, several effective strategies, such as Mindtools and game-based learning, were seldom adopted; in addition, several important educational issues, such as learning behavior, were not investigated in flipped nursing education research. It was also found that most of the studies did not design after-class activities to engage students in organizing and applying what they had learned from multiple units in a project-based task. Accordingly, several suggestions for future studies are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01