The Effects of Flipped Learning on the Self-Directed Learning Ability and Class Participation of the Nursing Students

Abstract

This study was to compare and investigate the change in self-directed learning ability and class participation between before and after flipped learning in 69 nursing students taking a course in mental health nursing at D University. The SPSS 18.0 program was were used to conduct descriptive statistics, Cronbach’ ɑ and Paired t-test. The flipped learning is a teaching and learning method where an on-line video is provided to students for their pre-learning in pre-class stage and in-depth learning is performed through discussion with peer learners and aid from teacher in in-class stage. The flipped learning was applied in this study for three weeks from 15 week class. In the pre-class stage, the video lectures about these contents were created based on PARTNER model using doczoom program. In the in-class stage, the interests in the learning contents were induced by presenting study question in earlier time and the sufficient time for discussion was allowed. The comprehension level of students was checked through feedback. In the last stage, post-class, the reflection diary was used to summarize learning contents and check class participation. The results showed higher scores of self-directed learning ability and class participation after flipped learning than those before it, suggesting that the flipped learning had positive effect on self-directed learning ability and class participation. For development of more efficient and active nursing class, further studies are needed to develop contents for pre-learning that are helpful to utilize the characteristics of flipped learning class, to improve the classroom environment for efficient implementation of flipped learning, and to diversify the models for teaching and learning of flipped learning.