The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic

Abstract

Background The 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. Results There 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). Discussion Online 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.

A Survey of College Students on the Preference for Online Teaching Videos of Variable Durations in Online Flipped Classroom

“…As a widely recognized, effective, innovative, and improved strategy in the higher education of many countries, the OFC model has been recognized as an active educational approach in various fields, and more and more researchers and teachers are showing high interests in this strategy (20)(21)(22). Several studies evaluated the learning experience and learning outcomes of students in OFC, confirming that this self-directed learning model allowed students to interact with their peers or teachers, effectively stimulating their interest in learning and improving their learning efficiency (15,19). However, we have not retrieved reports on students' preferences and needs of different instructional resources in OFC.…”

“…However, unlike the traditional flipped classroom model, in OFC, students and teachers did not meet in a real classroom, but online. The time spent together was dedicated to active and collaborative learning (e.g., discussion, rather than lecturing) ( 19 ). As a widely recognized, effective, innovative, and improved strategy in the higher education of many countries, the OFC model has been recognized as an active educational approach in various fields, and more and more researchers and teachers are showing high interests in this strategy ( 20 – 22 ).…”

Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students

“…Individuals must monitor, evaluate, and reflect on their own learning and cognitive processes under this strategy. The reflective thinking qualities required for this procedure too must be considered (Khodaei et al, 2022). Furthermore, Robillos and Bustos (2022) assert that the reflective process is a dialectic between thinking and action at the foundation of the evolutionary change in approach, which necessitates fundamental transformations in ideas, attitudes, and norms about teaching and learning if change is to be achieved through reflection.…”

An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College

“…A Flipped Classroom Method (FMC) is a blended learning framework representing a structure for learning both in and outside the lecture hall via new technology (Goedhart, Westrhenen, Moser, 2019). The pandemic nurtured the FCM as the youngest (Khodaei et al, 2022) and most modern Tri-model pedagogy in which instructors and learners have become roomers and zoomers through the hyflex and hybrid-flexible eLearning approaches (Panopto, 2021). Moreover, hybrid learning combines complementary face-to-face (synchronous) and online learning (asynchronous) experiences in the service of intended learning objectives.…”