Impact of the Flipped Classroom on the Motivation of Undergraduate Students of the Higher Institute of Nursing Professions and Health Techniques of Fez-Morocco

Abstract

Motivation is the cornerstone in building success. If it is strong, the achievement of a greater number of objectives will be assured, and therefore a more glorious success can be met. Thus, to promote motivation, it is advisable to pay particular attention to the pedagogical approach adopted by the teacher, since it has been proven that there is a positive relationship between the choice of an active approach and an enhancing motivation. The situation generated by COVID-19, has been a profitable opportunity to experiment with hybrid “Flipped Classroom” pedagogy, with a view to inverting the class and adapting learning activities, that have been traditionally offered to students, through distance (online) and in-person learning alternately. Thus, the present study aims at evaluating the impact of this Flipped Pedagogy on the motivation of undergraduate students of the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. Data have been collected from 410 students, who were questioned before and after the adoption of the Flipped Classroom, based on a motivation scale validated by Rolland Viau in 1994. The answering percentage was of 90.73%. Data analysis demonstrated the existence of a significant relationship between the Flipped Classroom and students' motivation; the motivational profile, which was 18.54%, became 89.25% after flipping the class. The Flipped Classroom can significantly bring a surplus value to pedagogy, hence the importance of broadening its spectrum and integrating it as a new approach of teaching within health sciences educational institutions.

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

“…In order to make the material available to the students, the instructors use different systems: printed documents, email, WhatsApp, Facebook, Youtube, Moodle, Google Classroom, Blackboard, ECHO360 software, and the Socrative platform. In relation to the research results, it can be seen in Table 5 that the majority of the studies found that IM had been developed following the FL pedagogical model and relied on the SDT, which supports the basic psychological needs required for the growth of autonomy, competence, and relatedness [10][11][12][13]21,22,[24][25][26]31,32,35,36]. In addition, some studies that have compared traditional FL and gamified FL have found better results with the later, since it encouraged students to participate in the learning process [23,37], while another study that did so perceived improvements only in IM and social relatedness [34].…”

“…The value of developing motivation in high-quality education has been examined by the scientific community [16,[20][21][22]. As a result, multiple investigations have suggested particular strategies, pedagogical models, or programs to boost motivation in various educational areas and stages, as with, for example, Flipped Learning (FL) [23][24][25][26].…”

A Collaborative Filtering Recommendation Algorithm Model Based on User Feature Transfer

“…The division of this dataset is shown in Table 1. In the dysprosium data set, users' ratings for different types of flipped classrooms in tourism management range from [1][2][3][4][5][6]. To ensure the consistency of rating data, the study replaces the initial rating of 6 with a rating of 5.…”

“…Therefore, the matrix P and the matrix Q keep the rows corresponding to the known items. The model proposed in the study has two parameter variables to be determined: the matrix u and the matrix v. Once v is determined, the matrix u can be calculated using equation (6).…”

“…Users will have more comments on established fields and fewer comments on unfamiliar or new fields, resulting in a cold start. If we can learn users' preferences or characteristics from established fields and apply them to recommend new fields, it will significantly reduce the issue of data sparsity in those new fields [4][5][6].…”