title: Flipping the classroom to improve student performance and satisfaction.
abstract: This study aimed to determine the effects of a flipped classroom (i.e., reversal of time allotment for lecture and homework) and innovative learning activities on academic success and the satisfaction of nursing students. A quasi-experimental design was used to compare three approaches to learning: traditional lecture only (LO), lecture and lecture capture back-up (LLC), and the flipped classroom approach of lecture capture with innovative classroom activities (LCI). Examination scores were higher for the flipped classroom LCI group (M = 81.89, SD = 5.02) than for both the LLC group (M = 80.70, SD = 4.25), p = 0.003, and the LO group (M = 79.79, SD = 4.51), p < 0.001. Students were less satisfied with the flipped classroom method than with either of the other methods (p < 0.001). Blending new teaching technologies with interactive classroom activities can result in improved learning but not necessarily improved student satisfaction.
authors.forename: Kathy
authors.initials: K
authors.lastname: Missildine
authors.forename: Rebecca
authors.initials: R
authors.lastname: Fountain
authors.forename: Lynn
authors.initials: L
authors.lastname: Summers
authors.forename: Kevin
authors.initials: K
authors.lastname: Gosselin
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D008297:Male; D015397:Program Evaluation; D013338:Students, Nursing; D013663:Teaching / Q000379:methods*; D055815:Young Adult