Applying the Flipped Learning Model to an English-Medium Nursing Course

Abstract

INTRODUCTIONOne of the emerging trends in higher education in Asian countries is English-medium instruction (EMI), which uses English as the primary instructional language [1]. EMI has been widely used across diverse disciplines, including nursing, with the expectation of preparing domestic students for leadership and of attracting promising foreign students in the era of internationalization [2]. In addition to the number of foreign professors and students, the number of English-medium courses (EMCs) is one of the criteria by which Korean colleges are evaluated [3,4]. As of 2013, EMCs comprised 30~40% of the courses offered at prestigious universities in Korea [5].As EMI increases in popularity, the feasibility and effectiveness of this instructional method have received attention from educators and researchers. Although faculty and students agree on the need for EMI and students have benefitted from the instructional method, significant numbers of them have experienced difficulty College of Nursing, Seoul National University, Seoul, KoreaPurpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea.The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes. Choi, Heeseung · Kim, Jeongeun · Bang, Kyung-Sook, et al. comprehending the lectures [3,6]. In a study conducted with 360 undergraduate students in Taiwan, fewer than 6% of the students reported that they understood more than 90% of the lectures and fewer than 25...

The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

“…The findings show that the integration of the FL model and the ICT tools that used to teach the ADT computing module were positively significantly affected the students' academic achievements, the ANCOVA results showed that a 48% of the covariance effect where F(1, 2005.416)=34.350, Sig<0.05, ŋ2=0.481, and the corrected means of the EG was 83.029 which is greater than the corrected mean of the CG which was 69.371, so we can conclude that the FL model had significantly large effect on the academic achievement on the secondary students computer discipline. These findings are consistent with others in the works of literature that showed the effectiveness of the FL model (Choi, Kim, Bang, Park, Lee, & Kim, 2015;Love, Hodge, Grandgenett, & Swift, 2014;Amresh et al, 2013;Missildine et al, 2013;Pierce, Fox, & Dunn, 2012), which justified according to the different benefits of the FL model (Gehringer & Peddycord, 2013), such as the flexibility in time and place, support the student-centered approach, differentiate the learning experience, self-paced study, the diversity of resources, enjoyable environment, self-assessment, giving the students more time to study and prepare their own questions when they enter the class to start applying what they studied out of the classroom, which help students perform problem-solving, critical thinking, analyzing the conceptualization of the ADT computing module that students find it difficult and mentioned benefits overcome the boring inflexible learning environment and fix the main challenges that students had to master the skills due to limited classroom period time allocated to execute the curricula which gave the students a chance to practice several exercises to understand the complicated concepts of ADT computing module. And over all the findings of this research aligned with the previous studies.…”

“…As well as increasing the students' motivation by understands the challenging ADT computing module, do the Homework's in an easier way, increases the positive collaboration towards the ADT computing module, makes the ADT computing module more enjoyable, helps the students with low ability to learn better, and encourage the students to study more. Which justified according to the different benefits of the ICT tools (MOSP, Quizlet and Nearpod) used during the implementation of the FL model, and these findings are aligned with many works of literature (Hwang & Lai, 2017;Choi et al, 2015;Kong, 2015;Enfield, 2013;Milman, 2012).…”

“…d) format and length of pre-recorded lectures e) increase the interaction with students during in-class activities. f) ensure learning experience by carefully planned instructional design utilize the technology (Tainter et al, 2017;Bart, 2016;Choi et al, 2015).…”

“…The FL model demonstrate several advantages including improve students' learning (Li, Gao, Liu, & Sun, 2018), prompted the student's self-efficacy (Hwang & Lai, 2017), enhanced learning experience and improved academic performance (Choi et al, 2015), improve critical thinking (Kong, 2015), facilitate students' motivation, increased student engagement, better classroom time usage, discussion with peers, access to instruction at anytime, anywhere (Fulton, 2012), engaging instruction (Milman, 2012), customized learning environment (Enfield, 2013).…”

“…Where the results revealed that the flipped classroom approach performed better on the three-unit exams and the students have positive perceptions of the flipped classroom method. Moreover, (Choi et al, 2015), implemented the FL model in human beings and health course in Korea where students accepted and favored the FL model that enhanced their understanding, motivation and outcomes. Moreover, Love, Hodge, Grandgenett, and Swift (2014) implemented the FL model on linear algebra module in computer science and the result showed that students had a positive attitude about their experience in the course and improved their academic achievement and this aligned with Missildine et al (2013), and Amresh et al (2013) results' who they found that the FL model enhanced student's achievements.…”