J Nurs Educ. 2014 Apr;53(4):199-206. doi: 10.3928/01484834-20140325-02. Epub 2014 Mar 25.
Flipped classrooms are so named because they substitute the traditional lecture that commonly encompasses the entire class period with active learning techniques, such as small-group work. The lectures are delivered instead by using an alternative mode--video recordings--that are made available for viewing online outside the class period. Due to this inverted approach, students are engaged with the course material during the class period, rather than participating only passively. This flipped approach is gaining popularity in many areas of education due to its enhancement of student learning and represents an opportunity for utilization by instructors of statistics courses in nursing education. This article presents the author's recent experiences with flipping a statistics course for nursing students in a PhD program, including practical considerations and student outcomes and reaction. This transformative experience deepened the level of student learning in a way that may not have occurred using a traditional format.
翻转课堂之所以如此命名，是因为它们用主动学习的方法取代了传统的涵盖整个课时的讲座，例如小组作业。讲座则通过使用替代模式（视频记录）来进行，这些视频记录在课时之外可以在线观看。由于这种颠倒的方法，学生在课时期间参与课程材料，而不是仅被动参与。由于这种翻转方法提高了学生的学习效果，因此在许多教育领域都越来越受欢迎，这为护理教育中的统计学课程教师提供了一个利用的机会。本文介绍了作者最近在博士课程中为护理专业学生翻转统计学课程的经验，包括实际考虑因素以及学生的结果和反应。这种变革性的体验以一种可能没有使用传统格式的方式加深了学生的学习水平。
