The Effects of Flipped Learning Approaches in Anatomy Class

Younghui Hwang and Jihyun Oh
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Younghui Hwang: Department of Nursing, College of Medicine, University of Ulsan, Ulsan 44610, Korea
Jihyun Oh: Department of Nursing, Daejeon University, Daejeon 34520, Korea

Sustainability, 2021, vol. 13, issue 24, 1-13

Abstract: Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

Keywords: flipped learning; critical thinking; problem solving ability; self-leadership; class satisfaction; nursing student (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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