Hoover Carrie Ann, Dinndorf-Hogenson Georgia Ann, Peterson Jennifer Lee, Tollefson Bethany Renae, Berndt Jodi Lisbeth, Laudenbach Nikki
J Nurs Educ. 2018 Mar 1;57(3):163-165. doi: 10.3928/01484834-20180221-07.
Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies.
This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities.
Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence.
Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material. [J Nurs Educ. 2018;57(3):163-165.].
翻转课堂模式的使用被认为是一种流行的教学方法。有效的课前准备方法可以为教师创造更多时间，以便使用主动学习策略加强对信息的应用、评估和分析。
这项准实验研究采用了便利抽样法，选取了42名护理学专业本科三年级学生。学生被随机分为两组，一组接受带旁白的视频（播客）用于课前准备，另一组接受指导性阅读材料用于课前准备。课前进行了一次测验以评估准备情况，课堂活动结束后学生完成了一项调查。
学生更喜欢通过媒体进行准备，而不是指导性阅读。这种偏好转化为更高的测验分数。测验分数与学生的理解和信心增强之间存在正相关。
学生对播客的偏好转化为对材料理解的增强和信心的提升。[《护理教育杂志》。2018年；57(3):163 - 165。]
