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Conference Paper: The use of flipped classroom in nursing education

TitleThe use of flipped classroom in nursing education
Authors
Issue Date2015
Citation
Medical Education Conference: Medical and Healthcare Education along the Continuum, Hong Kong, 7-8 February 2015 How to Cite?
AbstractThe use of “flipped classroom” in nursing education will be described in this presentation. In adopting “flipped classroom” as an educational model, we embrace the ideas that what is traditionally done in class will be done before class and what is traditionally done as homework will be done in scheduled class. A 20-hour postgraduate level nursing course was re-designed to facilitate students to (i) access pre-recorded learning materials on Moodle prior to classes and (ii) actively participate in student-centred learning activities during scheduled classes. Students’ higher-order thinking was enhanced as evidenced by their improved performance in the assessment tasks and positive feedback on their learning experience. We have also gained valuable lessons for course improvement including the need to: keep a fine balance between online material and class interaction, deliver pre-recorded materials through simple, user-friendly technologies, and work with students as agents of change in educational innovation.
DescriptionSession 3 (a)
Persistent Identifierhttp://hdl.handle.net/10722/227987

 

DC FieldValueLanguage
dc.contributor.authorTiwari, AFY-
dc.date.accessioned2016-07-29T09:34:39Z-
dc.date.available2016-07-29T09:34:39Z-
dc.date.issued2015-
dc.identifier.citationMedical Education Conference: Medical and Healthcare Education along the Continuum, Hong Kong, 7-8 February 2015-
dc.identifier.urihttp://hdl.handle.net/10722/227987-
dc.descriptionSession 3 (a)-
dc.description.abstractThe use of “flipped classroom” in nursing education will be described in this presentation. In adopting “flipped classroom” as an educational model, we embrace the ideas that what is traditionally done in class will be done before class and what is traditionally done as homework will be done in scheduled class. A 20-hour postgraduate level nursing course was re-designed to facilitate students to (i) access pre-recorded learning materials on Moodle prior to classes and (ii) actively participate in student-centred learning activities during scheduled classes. Students’ higher-order thinking was enhanced as evidenced by their improved performance in the assessment tasks and positive feedback on their learning experience. We have also gained valuable lessons for course improvement including the need to: keep a fine balance between online material and class interaction, deliver pre-recorded materials through simple, user-friendly technologies, and work with students as agents of change in educational innovation.-
dc.languageeng-
dc.relation.ispartofMedical Education Conference: Medical and Healthcare Education along the Continuum-
dc.titleThe use of flipped classroom in nursing education-
dc.typeConference_Paper-
dc.identifier.emailTiwari, AFY: tiwari@hku.hk-
dc.identifier.authorityTiwari, AFY=rp00441-
dc.identifier.hkuros242960-

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