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Related Experiment Video

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Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods

Punithalingam Youhasan1,2, Mataroria P Lyndon1, Yan Chen1

  • 1Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023 New Zealand.

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Summary

The Flipped Classroom Navigator (FCN) training improved nursing students' and teachers' understanding of flipped classroom pedagogy (FCP). This web-based intervention demonstrated positive impacts on motivation and learning transfer in Sri Lanka.

Keywords:
Blended learningFlipped classroomSri LankaTeaching/learning strategiesUndergraduate nursing educationWeb-based intervention

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Area of Science:

  • Educational Technology
  • Nursing Education
  • Pedagogy

Background:

  • Flipped classroom pedagogy (FCP) is an effective teaching method but faces adoption barriers like technophobia and time constraints.
  • Limited research exists on promoting FCP and its efficacy in developing countries, particularly in nursing education.
  • Promotional training is crucial for overcoming barriers to FCP adoption among nursing students and educators.

Purpose of the Study:

  • To examine the educational impact of a web-based intervention, the Flipped Classroom Navigator (FCN).
  • To promote FCP adoption in undergraduate nursing education in Sri Lanka.
  • To assess the efficacy of FCN in enhancing knowledge, motivation, and learning transfer.

Main Methods:

  • A mixed-methods study involving 55 undergraduate nursing students and 15 university teachers in Sri Lanka.
  • Utilized pre- and post-training knowledge tests, motivation surveys (IMMS), and learning transfer questionnaires.
  • Employed inductive thematic analysis for open-ended responses to identify user experiences, content effectiveness, behavioral changes, and improvement suggestions.

Main Results:

  • Significant improvements in post-training knowledge scores compared to pre-training scores, indicating enhanced understanding of FCP.
  • High participant motivation towards FCN instructional materials and positive attitudes towards the training.
  • Evidence of learning transfer to teaching-learning practices, with identified themes including user experience, content, behavior change, and suggestions for improvement.

Conclusions:

  • The Flipped Classroom Navigator (FCN) effectively enhanced knowledge and understanding of FCP in undergraduate nursing education.
  • The web-based intervention shows promise for promoting FCP adoption and overcoming barriers in nursing education contexts.
  • The study highlights the positive impact of targeted training on FCP implementation and learning outcomes.