Ward Maria, Knowlton Mary C, Laney Candice W
Tricounty Community College, 21 Campus Circle, Murphy, NC 28906, USA.
Western Carolina University, 1 University Way, Cullowhee, NC 28723, USA.
Nurse Educ Pract. 2018 Mar;29:163-171. doi: 10.1016/j.nepr.2018.01.003. Epub 2018 Feb 2.
The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students.
翻转课堂（FC）教学法旨在提高学生的批判性思维和解决问题的能力。这篇文献综述探讨了十四项研究，并讨论了关于使用这种教学模式有效性的成果指标。学生们将课堂会议时间的学习活动描述为有价值的，并指出互动和参与对他们的学习有益。许多学生认为对主题的理解有所增加。总体而言，FC对学生和教师来说需要更多的工作，并且由于FC需要大量的准备时间，大多数学生更喜欢传统课堂（TC）的被动学习方法，而不是FC的主动学习教学法。十四项研究中的五项评估了学生学习成果指标；四项研究表明与TC相比，FC环境有所改善，一项研究报告称FC至少与TC一样有效。需要进一步进行具有可量化成果指标的研究，以确定FC对护理专业学生批判性思维和解决问题能力的有效性。
