Comparing student achievement in traditional learning with a combination of blended and flipped learning

AIM: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. DESIGN: A quasi‐experimental study. METHOD: Students were split into an experimental blended learning with a...

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Detalles Bibliográficos
Autores principales: Halasa, Suhaila, Abusalim, Nimer, Rayyan, Mohammad, Constantino, Rose E., Nassar, Omayah, Amre, Huda, Sharab, Moayad, Qadri, Insirah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2020
Materias:
Research Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308688/
https://www.ncbi.nlm.nih.gov/pubmed/32587732
http://dx.doi.org/10.1002/nop2.492
Descripción
Sumario:AIM: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. DESIGN: A quasi‐experimental study. METHOD: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. RESULTS: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

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