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Use of Flipped Classroom Teaching to Promote Students' Active Learning
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kwan, Rick Yiu-Cho |
| Copyright Year | 2017 |
| Abstract | Introduction Nursing students come from different educational background. Some of them have taken science subjects while the others do not. They usually have different learning pace. Conventional nursing training relies mainly on lectures and skill-demonstration labs that they treat students as empty vessels and students absorb information passively [1]. Nursing students sometimes are frustrated because some students cannot follow teachers’ teaching pace in a uni-directional teaching mode (e.g. knowledge transfer relies mainly on teachers’ lecture/demonstration). There is inadequate time for students to think or ask questions in the lecture. At the time when students further study the teaching materials after lecture, they feel even more frustrated because they are aware that there are more concepts that they do not comprehend after further thinking. However, there is a lack of chance for them to ask the teachers. The flipped classroom aims at resolving this teaching learning pace mismatch between learners and teachers. Studies showed that flipped classroom improves students’ academic performance and learning satisfaction [2]. However, its use in Hong Kong Chinese nursing students has rarely been discussed. 2016, N=4 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://sigma.nursingrepository.org/bitstream/handle/10755/623205/Kwan_R_86804_1.pdf?isAllowed=y&sequence=1 |
| Alternate Webpage(s) | https://sigma.nursingrepository.org/bitstream/handle/10755/623205/Kwan_86804_Info.pdf?isAllowed=y&sequence=2 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
