Document Details
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Document Type |
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Thesis |
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Document Title |
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FLIPPED CLASSROOM AS AN INNOVATIVE TEACHING METHOD FOR THIRD YEAR NURSING STUDENTS IN PHARMACOLOGY COURSE AT KING ABDULAZIZ UNIVERSITY, SAUDI ARABIA الفصل المقلوب كطريقة تعليمية مبتكرة لطلاب السنة الثالثة تمريض في مقرر علم الأدوية في جامعة الملك عبد العزيز بالمملكة العربية السعودية |
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Subject |
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Faculty of medicine |
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Document Language |
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Arabic |
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Abstract |
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Background: As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models, in which learning new concepts takes place at home while practice is conducted in the classroom. Nowadays, flipped classroom strategy has gained popularity in medical education in some universities of Saudi Arabia. However, at King Abdulaziz University (KAU), this type of teaching and students’ opinions of it have not been explored yet.
Purpose: To examine nursing students’ opinions of the flipped classroom (FC) approach and its impact on their learning outcomes when compared to the traditional classroom model.
Methods: As a pilot study, only one class of the pharmacology course was delivered to third year nursing students, using the flipped classroom strategy. A quasi-experimental design (posttest-control- group only) was used to evaluate the flipped classroom. Thus, students were randomly divided into a control group (Traditional class, N=55) and experimental group (Flipped class, N=61). For this purpose, we employed a mixed study design, primarily a quantitative method was applied by using a satisfaction questionnaire to obtain students’ opinions of the flipped teaching method. The survey featured twenty closed-ended Likert items and three open-ended questions. Further, to measure and compare students’ performance and the impact of the flipped classroom on their learning outcomes, a posttest assessment was conducted for both groups. In addition, a qualitative method of content analysis was used to analyze the open-ended questions of the satisfaction questionnaire.
Results: The result of this study showed that students’ opinions of the flipped classroom approach were generally accepting and varied in focus and intensity with many suggestions for improvement of this new experience. Comments were made in five areas: Instructor, time adequacy, learning materials, learning environment and understanding. Also, more effort is required from the teacher toward clarification of difficult concepts in FC, and more training is required to conduct an interactive teaching class. Further, most of students were satisfied with the available pre-class time but proper timing of implementing a FC is suggested to overcome schedule conflict, with a proper use of in-class time. Moreover, some students suggested a better pre-class learning environment suitable for FC. No statistically significant difference (P =0.07) was noted by comparing the mean scores of a posttest assessment of the two groups. Out of a maximum score of 15, the mean score of FC students were (11.68) with a range of 6.5, and for traditional class students the mean was (12.17) with a range of 5.85. This result implies that no significant effect of FC on learning outcomes when compared to traditional class. It should be noted that all results are specific to this occasion and this teacher and they are not claimed as generalizable.
Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacology lesson met with some student satisfaction, with many suggestions for specific local improvements. These results require further research into the effects of multiple FC sessions and whether they give rise to outcomes that were not measured by the current single event. Given this, we would argue that the inclusion of the FC enriches some students’ learning experience and, as such, may be a worthwhile addition to the curriculum, if taking into considerations all the suggestions that were raised by the students. This study adds evidence to the current literature that, if the conditions of FC were properly set, the flipped classroom has the potential to increase the range of student learning experiences with no detriment to outcomes. |
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Supervisor |
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Prof. Jamila Farsi |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1442 AH
2020 AD |
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Added Date |
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Friday, December 4, 2020 |
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Researchers
| هدى محمد الكريثي | Alkreathy, Huda Mohammed | Researcher | Master | |
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