Applying the Flipped Learning Model to an English-Medium Nursing Course.
10.4040/jkan.2015.45.6.939
- Author:
Heeseung CHOI
1
;
Jeongeun KIM
;
Kyung Sook BANG
;
Yeon Hwan PARK
;
Nam Ju LEE
;
Chanhee KIM
Author Information
1. College of Nursing and the Research Institute of Nursing Science, Seoul National University, Seoul, Korea. hchoi20@snu.ac.kr
- Publication Type:Original Article ; Research Support, Non-U.S. Gov't
- Keywords:
Educational model;
English;
Learning;
Nursing education
- MeSH:
Cross-Sectional Studies;
Curriculum;
*Education, Nursing, Baccalaureate;
Female;
Focus Groups;
Humans;
Interviews as Topic;
Male;
*Models, Educational;
Republic of Korea;
Students, Nursing/psychology;
Surveys and Questionnaires;
Young Adult
- From:Journal of Korean Academy of Nursing
2015;45(6):939-948
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. METHODS: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. RESULTS: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. CONCLUSION: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.
