Browse > Article
http://dx.doi.org/10.5762/KAIS.2016.17.12.81

Effect of Flipped Learning Education in Physical Examination and Practicum  

Cho, Mi-Kyoung (College of Nursing, Eulji University)
Kim, Mi Young (College of Nursing, Eulji University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.17, no.12, 2016 , pp. 81-90 More about this Journal
Abstract
The objective of this study was to investigate the effect of an education method applying the flipped learning technique for college students. Both self-directed learning readiness and educational performance before and after applying the flipped learning were examined. After applying the flipped learning technique, teacher-student interaction, learning satisfaction, and learning motivation were identified. The correlation of each variable was examined after applying the flipped learning technique to investigate its influence on learning motivation. A total of 68 second-year nursing students enrolled in E University were analyzed. A difference between before and after applying the flipped learning was analyzed by the paired t-test; a correlation between the variables was analyzed via Pearson's correlation coefficient; and an influence on the dependent variable learning motivation was analyzed using the stepwise multiple regression analysis. The results showed that self-directed learning readiness increased before and after applying the flipped learning technique with statistical significance, and the difference of educational performance was not significant. After an education session applying the flipped learning technique, a learning motivation demonstrated a significantly positive correlation with self-directed learning readiness (r=0.33, p=.006), college student educational performance (r=0.51, p<.001), teacher-student interaction (r=0.72, p<.001), and learning satisfaction (r=0.79, p<.001). A significantly positive correlation was also observed between the other variables. Factors influencing learning motivation were learning satisfaction and teacher-student interaction. The explanatory power for learning motivation in the regression model considering these two variables was 71.3% (F=80.66, p<.001). Therefore, to enhance learning motivation in applying the flipped learning technique, it is necessary to increase learning satisfaction and to establish a strategy that further vitalizes the teacher-student interaction.
Keywords
education; flipped learning; learning motivation; learning satisfaction; nursing student;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 C. M Critz, D. Knight, "Using the flipped classroom in graduate nursing education", Nurse educator, vol. 38, no. 5, pp. 210-213, 2013.   DOI
2 V. Simpson, E. Richards, "Flipping the classroom to teach population health: increasing the relevance", Nurse Education in Practice, vol. 15, no. 3, pp. 162-167, 2015. DOI: https://doi.org/10.1016/j.nepr.2014.12.001   DOI
3 H. J. Han, C. L. Lim, S. L. Han, J. W. Park, "Instructional Strategies for Integrating Online and Offline Modes of Flipped Learning in Higher Education", The Korean Society for Educational Technology, vol. 31, no. 1, pp. 1-38. 2015.
4 A. Butt, "Student views on the use of a flipped classroom approach: Evidence from Australia", Business Education & Accreditation, vol. 6, no. 1, pp. 33-43, 2014.
5 J. F. Strayer, "How learning in an inverted classroom influences cooperation, innovation and task orientation", Learning Environments Research, vol. 15, no. 2, pp. 171-193, 2012. DOI: http://dx.doi.org/10.1007/s10984-012-9108-4   DOI
6 F. Faul, E. Erdfelder, A. G. Lang, A. Buchner, "G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences", Behavior research methods, vol. 39, no. 2, pp. 175-191, 2007. DOI: http://dx.doi.org/10.3758/BF03193146   DOI
7 H. J Park, Self-directed learning: The nevigation of my studies. Ministry of Education: Sejong, 2011, Available From: http://hatbit.kg.kr/user/saveDir/board/www24/76_1385021346_0.pdf(accessed Nov, 2016)
8 L. M. Guglielmino, Development of the self-directed learning readiness scale, ProQuest Information & Learning, 1978.
9 K. J. Kim, K. S. Kim, G. O. Yu, G. H. Yu, "The development and application plan of the self-directed learning readness scale for elementary school teachers", Journal of Lifelong Education, vol. 2, no. 1, pp. 1-25, 1996.
10 M. S. Jin, Y. M. Sohn, H. J. Chu, "A study on development plan of K-CESA for college education assessment", The Journal of Educational Administration, vol. 29, no. 4, pp. 461-486, 2011.
11 M. H. Kang, H. O. Heo, L. H. Jo, J. H. Shin, J. H. Seo, "Developing an educational performance indicator for new millennium learners", Journal of Research on Technology in Education, vol. 43, no. 2, pp. 157-170, 2010. DOI : http://dx.doi.org/10.1080/15391523.2010.10782567   DOI
12 E. H. Kim. Readiness of University students in Korea for the Core Competencies in the 21st Century. p.1-75, Master' s thesis Ewha University, Seoul, 2014.
13 M. G Moore, G. Kearsley, Distance education: A systems view. p.1-273, Belmont, CA: Wadsworth Publishing Company, 1996.
14 Fisher, G. Laura. Comparing writing with interviews and exams as assessments of students understanding of the consept of the derivative. The University of Wisconsin - Madison, 2001.
15 S. Y. Han. The Effect of Professor-Student Interaction on Physical Self-Efficacy and Dance Ability Achievement. p.1-59, Master's thesis, Dankook University, Jukjeon. 2009.
16 J. M. Keller. The ARCS Model for Developing Motivationally-Adaptive Computer-Assisted Instruction. p. 513-530 Educational Resources Information Center, 1999.
17 K. H. Pak, Y. M. Kim, "A Study on Smart Phone based e-Learning and its Impact on Learner's Satisfaction", The e-Business Studies vol. 14, no. 2, pp. 25-45, 2013.
18 J. J. Stein. Asynchronous computer conferencing as a supplement to classroom instruction in higher education: The impact of selected learner characteristics on user satisfaction and the amount of interaction, Ph.D thesis, Wayne State University, 1997.
19 K. Y. Lim. Factors Related to the Learner Participation, Achievement, Satisfaction in the Web-based Online Discussion. p. 1-159, The Graduate School of Ewha Womans' University, seoul, 1999.
20 J. Brophy. Motivating students to learn (2nd ed.), Mahwah, N. J.: Lawrence Erlbaum, Associates, Inc., Publishers, 2004.
21 J. C. Jeon. The Effects on Learning Motivation & Self-Efficacy according to the type of Reflection, Graduate School of Konkuk University, seoul, 2012.
22 CJ Brame. Flipping the classroom. Retrieved, 2013, Available From: https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/(accessed Oct., 30, 2016)
23 P. G. Baek, "A Study on the Relationships and Characteristics between Korean Collegiate Essential Skills and Undergraduates' Individual Variant Factors", Korean Journal of General Education, vol. 7, no. 3, pp. 349-387, 2013.
24 Y. Lee. Investigating the relationships among goal orientation, self-regulated learning strategies and academic achievement in online inquiry-based learning. Unpublished master's thesis, Ewha Womans University, Seoul, 2003.
25 J. I. Lee, J. H. Kim, "A Study on the Relationship between College Students' Essential Skills and Academic Achievement", The Journal of Vocational Education Research, vol. 31, no. 2, pp. 227-246, 2012.
26 J. Visser, J. M. Keller, "The clinical use of motivational messages: An inquiry into the validity of the ARCS model of motivational design", Instructional Science, vol. 19, no. 6, pp. 467-500, 1990. DOI: http://dx.doi.org/10.1007/BF00119391   DOI
27 S. Roh, "Factors influencing the academic achievements of web-based distance Learners-the case of capital region's undergraduate distance learners", The Journal of Educational Information and Media, vol. 13, no. 1, pp. 99-130, 2007.
28 S. G. KIM, "effects of a Simulation-based High-risk neonatal Care Education on Learning Satisfaction, Class Participation, Learning Motivation and Clinical Competency in Nursing Students", Journal of the Korea Academia-Industrial cooperation Society, vol. 16, no. 10, pp. 6807-6815, 2015. DOI: http://dx.doi.org/10.5762/KAIS.2015.16.10.6807   DOI
29 Y. H. Kim, Learning Motivations, Academic Self-Efficacy, and Problem Solving Processes after Practice Education Evaluation, Journal of the Korea Academia-Industrial cooperation Society, 15, pp. 6176-186, 2014. DOI: http://dx.doi.org/10.5762/KAIS.2014.15.10.6176   DOI
30 H. Y. Lee. Study on the relationships among achievement goal orientation, self-efficacy, attitude toward distance education, self-regulated learning strategies, achievement, participation, satisfaction in distance education. Unpublished master's thesis, Ewha Womans University, Seoul, 2005.
31 M. Kim, M. W. Choi, K. Lee, "A Study on the characters of leaners affecting the success of learning under e-learning circumstances for universities", Journal of Korean Technology Education Association, vol. 8, pp. 221-236, 2007.
32 H. Park, M. Choi, "Relationships between e-learning effectiveness and its related factors in higher education", Journal of educational technology, vol. 24, no. 1, pp. 27-53, 2008.
33 S. A. Karabenick, "Perceived achievement goal structure and college student help seeking", Journal of educational psychology, vol. 96, no. 3, pp. 569-581, 2004. DOI: http://dx.doi.org/10.1037/0022-0663.96.3.569   DOI
34 D. Y. Bai, "A case study of the Flipped Learning classes at the university", The Journal of Urimal, vol. 41, no. 1, pp. 179-202, 2015.
35 B. Goodwin, K. Miller, "Evidence on flipped classrooms is still coming in", Educational Leadership, vol. 70, no. 6, pp. 78-80, 2013.
36 J. Bergmann, A. Sams. Flip your classroom: Reach every student in every class every day. p.1-109, Washington, DC: International Society for Technology in Education, 2012.
37 V, Betihavas, H. Bridgman, R. Kornhaber, M. Cross, "The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education", Nurse education today, vol. 38, pp. 15-21, 2016. DOI: http://dx.doi.org/10.1016/j.nedt.2015.12.010   DOI
38 H. Greenberger, H. Reches, S. Riba, "Do new graduates of registered nursing programs in Israel perceive themselves as technically competent?", The Journal of Continuing Education in Nursing, vol. 36, no. 3, pp. 133-140, 2005. DOI: http://dx.doi.org/10.3928/0022-0124-20050501-11
39 D. Y. Lee, "Utilization of an Educational Information System for Medical Education", Korean Medical Education Review, vol. 16, no. 10. pp. 1-6, 2014. DOI: https://doi.org/10.17496/kmer.2014.16.1.001   DOI
40 H. S. Lee, C. S. Kim, "Poster : The Effect of Flipped Learning on Learning Motivation", The Journal of Korean Association of Computer Education, vol. 19, no. 1, pp. 143-147, 2015. DOI: https://doi.org/10.14697/jkase.2015.35.1.0143   DOI
41 M. Kathy, R. Fountain, L. Summers, K. Gosselin, "Flipping the classroom to improve student performance and satisfaction." Journal of Nursing Education, 2013. DOI: http://dx.doi.org/10.3928/01484834-20130919-03   DOI
42 J. Y. Lee, S. H. Park, H. J. Kang, S. Y. Park, "An Exploratory Study on Educational Significance and Environment of Flipped Learning", Journal of Digital Convergence, vol. 12, no. 9, pp. 313-323, 2014. DOI: http://dx.doi.org/10.14400/JDC.2014.12.9.313   DOI
43 M. J. Geist, D. Larimore, H. Rawiszer, AW. Al, "Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course", Nursing Education Perspectives, vol. 36, no. 2, pp. 114-115, 2015. DOI: http://dx.doi.org/10.5480/13-1292.   DOI