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

Area of Science:

• Higher Education
• Nursing Education
• Pedagogy

Background:

• English-medium instruction (EMI) is a growing trend in Asian higher education.
• While EMI aims to prepare students for international leadership, challenges in student learning and effectiveness have been noted.
• The flipped learning model (FLM) reverses traditional lecture and homework activities.

Purpose of the Study:

• To adapt an existing English-medium nursing course using the FLM.
• To investigate student learning experiences and their acceptance of the FLM.
• To identify critical factors contributing to the success of the FLM.

Main Methods:

• A descriptive, cross-sectional, mixed-methods design was employed.
• Participants included students from a nursing school in Korea.
• Course development involved faculty collaboration, and evaluations used a questionnaire and focus group interviews.

Main Results:

• 75 nursing students completed the 15-week flipped course.
• Students generally accepted and favored the FLM, reporting enhanced understanding of lecture content.
• Key success factors identified were structured monitoring and motivational environments.

Conclusions:

• The FLM shows promise for improving learning in English-medium nursing courses.
• Sufficient preparation is crucial for maximizing student motivation and learning outcomes with FLM.
• This study highlights the importance of structured support and motivation in flipped classrooms.