Healthcare students’ experiences when integrating e-learning and flipped classroom instructional approaches.
This article describes the experiences of undergraduate healthcare students taking a module adopting a ‘flipped classroom’ approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approa...
| Publicado en: | British Journal of Nursing Vol. 26; no. 11; pp. 617 - 623 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Mark Allen Holdings Limited
6/8/2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This article describes the experiences of undergraduate healthcare students taking a module adopting a ‘flipped classroom’ approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach. |
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