Combination of concept maps and case-based learning in a flipped classroom: A mixed-methods study.

Area of Science:

• Nursing Education
• Educational Technology
• Pedagogy

Background:

• Case-based learning (CBL) is a student-centered approach in nursing education, often used with flipped classrooms.
• Integrating CBL and flipped classrooms into a hybrid format presents challenges.
• This study addresses this by combining concept maps with CBL and flipped classrooms.

Purpose of the Study:

• To evaluate the impact of a hybrid learning method on undergraduate nursing students.
• Assessed academic achievements, learning skills, and student experiences.
• Investigated the effectiveness of integrating concept maps, CBL, and flipped classrooms.

Main Methods:

• A mixed-methods approach was used, including a quasi-experimental study and semi-structured interviews.
• 277 undergraduate nursing students participated: 136 in the control group (CBL) and 141 in the experimental group (hybrid method).
• Assessed self-directed learning, critical thinking, learning strategy, and curriculum grades pre- and post-intervention.

Main Results:

• Quantitative analysis showed similar impacts on curriculum grades, self-directed learning, cognitive maturity, and learning strategy between the hybrid and CBL groups.
• Qualitative findings revealed the hybrid approach facilitated integrated learning and self-evaluation.
• The hybrid method aided adaptation to the flipped classroom and enhanced teacher-student interaction.

Conclusions:

• Combining case-based learning, flipped classroom, and concept maps is an effective learning strategy for nursing students.
• This hybrid approach can improve self-directed learning, cognitive maturity, and learning strategies.
• Concept maps enhance integrated learning, self-evaluation, adaptation, and interaction within the hybrid model.