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Exploring the impact of massive open online course (MOOC)-based flipped classroom strategy on self- organized
Zeinab Bassiouny Seifelnasr Sallam1, Ayman Mohamed El-Ashry2,3, Amal Diab Ghanem Atalla4
1Nursing education department, Faculty of Nursing, Alexandria University, Egypt.
Aim:
To examine whether participation in a Massive Open Online Course-based flipped classroom strategy was associated with improved digital competence and self-organized learning among nursing students.
Background:
Nursing students require digital competence and independent learning skills to participate effectively in technology-supported education and contemporary healthcare practice. Combining Massive Open Online Courses with flipped classroom instruction may integrate flexible digital learning with structured, active classroom participation.
Design:
A non-randomized quasi-experimental study.
Methods:
The study included 210 nursing students enrolled in a health education course. Students were allocated according to their pre-existing course sections to an intervention group or a control group, with 105 students in each group. The intervention group participated in a six-week Massive Open Online Course-based flipped classroom strategy comprising pre-class digital materials, online discussions, preparatory assignments, and face-to-face collaborative learning activities. The control group received conventional instructor-led teaching. Digital competence and self-organized learning were assessed before and immediately after the intervention using validated questionnaires. Pre- and post-intervention outcomes were compared between the groups.
Results:
The intervention group demonstrated significantly greater improvements than the control group in overall digital competence and all its domains, including information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Significant improvements were also observed in overall self-organized learning and its dimensions of academic motivation, self-monitoring, and adaptation strategy. All group-by-time differences were statistically significant at p < .001. Most intervention-group students reported overall satisfaction with the strategy (94.3%).
Conclusion:
Participation in the Massive Open Online Course-based flipped classroom strategy was associated with improved digital competence and self-organized learning among nursing students compared with conventional instructor-led teaching. Randomized, multicentre, and longitudinal studies are required to determine the effectiveness, generalizability, and sustainability of these outcomes.
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