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Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study

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Abstract

Introduction

Flipped classroom pedagogy (FCP) is recognised as an effective and efficient teaching–learning method. However, nursing students and teachers may be hesitant to adopt FCP due to technophobia and time constraints linked to academic and clinical responsibilities. This necessitates the provision of promotional training for adopting FCP. However, there is a dearth of research regarding how the practice of FCP could be promoted and in demonstrating its efficacy in developing countries. Thus, this study aimed to examine the educational impact of a web-based education intervention, branded as the Flipped Classroom Navigator (FCN), for promoting FCP in nursing education in Sri Lanka.

Methods

This mixed-methods study employed pre- and post-training knowledge tests, the Instructional Materials Motivation Survey (IMMS), the Perceived Transfer of Learning Questionnaire survey, and collected students’ and teachers’ open-ended responses to evaluate the impact of the FCN. Fifty-five undergraduate nursing students and 15 university teachers participated in the study from two state universities in Sri Lanka. Repeated-measures ANOVA, t-tests, Levene’s test of homogeneity, Cohen’s d, and an inductive thematic approach were employed in the data analysis.

Results

Post-training knowledge test scores were significantly higher than the pre-training knowledge test scores indicating improved understanding of FCP. Participants were also highly motivated to learn in the FCN instructional materials. Participants exhibited positive attitudes towards FCN training with transfer of learning to their teaching–learning practice. The inductive thematic analysis identified the following themes: user experiences, FCN learning content, behaviour changes, and suggested improvements.

Conclusion

Overall, the FCN enhanced both students’ and teachers’ knowledge and understanding of FCP in undergraduate nursing education.

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Data Availability

Most of the relevant data are within the manuscript. Further data are available on request from the corresponding author.

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Acknowledgements

We would like to convey our sincere gratitude to our website developer, Mr. Zac Miller-Waugh, Education Software Developer, The University of Auckland, for his contribution in the development of the FCN. We are incredibly grateful to W.P.K.N Perera for assisting us in collecting data and all the needful in the Sri Lankan study setting.

Funding

This study was supported by the Postgraduate Research Student Support (PReSS) Fund of the University of Auckland.

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Authors and Affiliations

  1. Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Building 507, Level 2, Room 2001, 28 Park Avenue, Grafton, Auckland, 1023, New Zealand

    Punithalingam Youhasan, Mataroria P. Lyndon, Yan Chen & Marcus A. Henning

  2. Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka

    Punithalingam Youhasan

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Contributions

PY conceptualized and designed the study, performed the study, collected the data, did the statistical analysis, and wrote the paper. MAH, YC, and ML conceptualized and designed the study, supervised the study, and critically appraised the paper for its intellectual content. All authors read and approved the final manuscript.

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Correspondence to Punithalingam Youhasan.

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This study received ethical clearance from the University of Auckland Human Participants Ethics Committee (Reference Number 024079).

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Participants were provided with an information sheet before the educational intervention. All the participants provided written informed consent.

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The authors declare no competing interests.

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Youhasan, P., Lyndon, M.P., Chen, Y. et al. Implementation of a Web-Based Educational Intervention for Promoting Flipped Classroom Pedagogy: A Mixed-Methods Study. Med.Sci.Educ. 33, 91–106 (2023). https://doi.org/10.1007/s40670-022-01706-7

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