Comparing student achievement in traditional learning with a combination of blended and flipped learning

Abstract Aim The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design A quasi‐experimental study. Method Students were split into an experimental blended learning...

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Main Authors:	Suhaila Halasa, Nimer Abusalim, Mohammad Rayyan, Rose E. Constantino, Omayah Nassar, Huda Amre, Moayad Sharab, Insirah Qadri
Format:	Article
Language:	English
Published:	Wiley 2020-07-01
Series:	Nursing Open
Subjects:	academic achievement blended learning flipped classroom nursing education traditional learning
Online Access:	https://doi.org/10.1002/nop2.492

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spelling	doaj-1f9a3808198a43d485d8b293a50a70102020-11-25T03:47:06ZengWileyNursing Open2054-10582020-07-01741129113810.1002/nop2.492Comparing student achievement in traditional learning with a combination of blended and flipped learningSuhaila Halasa0Nimer Abusalim1Mohammad Rayyan2Rose E. Constantino3Omayah Nassar4Huda Amre5Moayad Sharab6Insirah Qadri7Maternal and Child Health Nursing Department School of Nursing The University of Jordan Amman JordanSchool of Foreign Languages The University of Jordan Amman JordanSchool of Foreign Languages The University of Jordan Amman JordanDepartment of Health and Community Systems School of Nursing University of Pittsburgh Pittsburgh PA USAMaternal and Child Health Nursing Department School of Nursing The University of Jordan Amman JordanCommunity Health Nursing Department School of Nursing The University of Jordan Amman JordanSchool of Foreign Languages The University of Jordan Amman JordanMaternal and Child Health Nursing Department School of Nursing The University of Jordan Amman JordanAbstract Aim The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design A quasi‐experimental study. Method Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.https://doi.org/10.1002/nop2.492academic achievementblended learningflipped classroomnursing educationtraditional learning
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Suhaila Halasa Nimer Abusalim Mohammad Rayyan Rose E. Constantino Omayah Nassar Huda Amre Moayad Sharab Insirah Qadri
spellingShingle	Suhaila Halasa Nimer Abusalim Mohammad Rayyan Rose E. Constantino Omayah Nassar Huda Amre Moayad Sharab Insirah Qadri Comparing student achievement in traditional learning with a combination of blended and flipped learning Nursing Open academic achievement blended learning flipped classroom nursing education traditional learning
author_facet	Suhaila Halasa Nimer Abusalim Mohammad Rayyan Rose E. Constantino Omayah Nassar Huda Amre Moayad Sharab Insirah Qadri
author_sort	Suhaila Halasa
title	Comparing student achievement in traditional learning with a combination of blended and flipped learning
title_short	Comparing student achievement in traditional learning with a combination of blended and flipped learning
title_full	Comparing student achievement in traditional learning with a combination of blended and flipped learning
title_fullStr	Comparing student achievement in traditional learning with a combination of blended and flipped learning
title_full_unstemmed	Comparing student achievement in traditional learning with a combination of blended and flipped learning
title_sort	comparing student achievement in traditional learning with a combination of blended and flipped learning
publisher	Wiley
series	Nursing Open
issn	2054-1058
publishDate	2020-07-01
description	Abstract Aim The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design A quasi‐experimental study. Method Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.
topic	academic achievement blended learning flipped classroom nursing education traditional learning
url	https://doi.org/10.1002/nop2.492
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Comparing student achievement in traditional learning with a combination of blended and flipped learning

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