Flipped Classroom Versus Classroom Lecture: A Content Mapping Study in Undergraduate Nursing

Area of Science:

• Nursing Education
• Pedagogy
• Educational Technology

Background:

• Balancing limited class time and instructor-student interaction is a challenge for educators.
• Integrating technology into nursing curricula is an increasing expectation.
• This study addresses the need to evaluate pedagogical approaches for developing higher-order thinking in nursing students.

Purpose of the Study:

• To compare the traditional lecture (TL) format with the flipped classroom (FC) format.
• To investigate the effects of these formats on higher-order thinking in undergraduate nursing students.
• To evaluate the complexity of student discussions and concept mapping in different learning environments.

Main Methods:

• A content analysis of previous work was conducted.
• Concept maps were utilized to assess data from case study discussions.
• Transcripts from undergraduate nursing students in TL and FC settings were analyzed.

Main Results:

• Flipped classroom groups demonstrated more complex concept map structures.
• FC groups identified a greater number of subcategories and links in their discussions.
• Students in FC settings exhibited a higher number of higher-order thinking concepts compared to TL groups.

Conclusions:

• The flipped classroom approach is effective in enhancing student learning in nursing education.
• The FC model significantly aids in the development of higher-order thinking skills.
• Unexpected discussion tangents were observed in both FC and TL groups, suggesting further research avenues.