Pence Patricia L, Franzen Susan R, Kim Myoung Jin
Author Affiliations: Assistant Professor (Dr Pence) and Professor/College Statistician and Director of the Office of Nursing Research, Scholarship, and Innovation (Dr Kim), Mennonite College of Nursing, and Nursing and Health Sciences Librarian at Milner Library (Ms Franzen), Illinois State University, Normal.
Nurse Educ. 2021 Jan/Feb;46(1):43-48. doi: 10.1097/NNE.0000000000000814.
Research suggests flipped learning may improve student motivation to learn.
This study examined motivation and learning strategies among prelicensure BSN students in a course taught using the flipped learning model. The hypothesis was that flipped learning may improve motivation and learning strategies of students.
A descriptive, comparative design examined motivation and learning strategies used by students in a flipped learning course. The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students at a Midwestern university.
Substantial decreases were found from pretest to posttest mean scores for the task value, control of learning beliefs, and help seeking subscales.
The results did not support the hypothesis that flipped learning would improve motivation and learning strategies. Further research in larger diverse samples of students in a flipped learning course is recommended.
研究表明，翻转课堂学习可能会提高学生的学习动机。
本研究调查了在采用翻转课堂学习模式授课的课程中，预执业护理学学士（BSN）学生的学习动机和学习策略。假设是翻转课堂学习可能会提高学生的学习动机和学习策略。
采用描述性比较设计，调查了翻转课堂学习课程中学生使用的学习动机和学习策略。向一所中西部大学的25名护理学学士学生发放了《学习动机策略问卷》和一份人口统计学调查问卷。
任务价值、学习信念控制和寻求帮助分量表的前测平均分与后测平均分相比大幅下降。
结果不支持翻转课堂学习会提高学习动机和学习策略这一假设。建议对更多不同类型的翻转课堂学习课程学生样本进行进一步研究。
