Nursing education: Flipped classroom with films in remote learning during COVID-19 pandemic-the experience of a university in Taiwan
Vol 8, Issue 16, 2024
VIEWS - 722 (Abstract)
Abstract
The COVID-19 pandemic has shifted education from traditional in-person classes to remote, online-dependent learning, often resulting in reduced learning effectiveness and satisfaction due to limited face-to-face interaction. To address these challenges, interactive teaching strategies, such as the flipped classroom approach, have gained attention. The flipped classroom model emphasizes individual preparation outside class and collaborative learning during class time, relying heavily on in-person interactions. To adapt this method to remote learning, the Remote Flipped Classroom (RFC) integrates the flipped classroom approach with online learning, allowing flexibility while maintaining interactive opportunities. RFC has incorporated short films as teaching tools, leveraging their ability to contextualize knowledge and cater to the preferences of visually-driven younger learners. However, research on the effectiveness of RFC with films remains limited, particularly in fields like nursing education, where practical engagement is crucial. This article shares the practical experience of applying RFC with films in a nursing education context. Positive feedback was observed, though many students still expressed a preference for in-person classes. These insights suggest that strategies like RFC with films could be valuable in maintaining engagement and learning efficiency in remote classrooms.
Keywords
Full Text:
PDFReferences
- Akers, S. W., & Joseph, R. A. (2021). Reducing the negative impact of social distancing through intentional connectedness. Journal of Christian Nursing, 38(4), 216–223. https://doi.org/10.1097/cnj.0000000000000882
- Alghamdi, A. J. (2021). COVID-19 mandated self-directed distance learning: Experiences of Saudi female postgraduate students. Journal of University Teaching & Learning Practice, 18(3), 014. https://doi.org/10.53761/1.18.3.14
- Alhazbi, S., & Hasan, M. A. (2021). The role of self-regulation in remote emergency learning: Comparing synchronous and asynchronous online learning. Sustainability, 13(19), 11070. https://doi.org/10.3390/su131911070
- Anas, L. H., Rajagukguk, J., & Bunawan, W. (2020). Video technology media based on heat and temperature to improve of learner critical thinking. Journal of Physics Conference Series, 1485(1):012037. DOI: 10.1088/1742-6596/1485/1/012037
- Armstrong, K. L., & Cutting, J. E. (2023). On the physical variables filmmakers use to engage viewers. Psychology of Aesthetics, Creativity, and the Arts, 17(5), 541–552. DOI: 10.1037/aca0000483
- Arroio, A. (2010). Context-based learning: A role for cinema in science education. Science Education International, 21(3), 131–143.
- Baber, H. (2022). Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159–171. https://doi.org/10.1108/AEDS-09-2020-0209
- Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1-21.
- Birulés-Muntané, J., & Soto-Faraco, S. (2016). Watching subtitled films can help learning foreign languages. PLoS ONE, 11(6), e0158409. https://doi.org/10.1371/journal.pone.0158409
- Blasco, P. G., Moreto, G., Blasco, M. G., et al. (2015). Education through movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning through the Arts, 11(1). https://doi.org/10.21977/D911122357
- Booth, L., & Kaylor, S. (2018). Teaching spiritual care within nursing education: A holistic approach. Holistic Nursing Practice, 32(4). 177–181. https://doi.org/10.1097/HNP.0000000000000271
- Bowser, A. S., Kazakoff, M. A., Scott, P. W., et al. (2022). Nursing students’ dissatisfaction with course organization and student engagement in remote learning 1 year post-COVID-19 restrictions. Nurse Educator, 47(3), E68–E72. https://doi.org/10.1097/nne.0000000000001175
- Carliner, S. (2004). An overview of online learning (2nd ed.). Human Resource Development Press. ISBN: 0874257409.
- Carolan, C., Davies, C. L., Crookes, P., et al. (2020). COVID-19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Education in Practice, 46, 102807. https://doi.org/10.1016/j.nepr.2020.102807
- Cevikbas, M., & Kaiser, G. (2022). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-022-01388-w
- Champoux, J. E. (1999). Film as a teaching resource. Journal of Management Inquiry, 8(2), 206–217.
- Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272
- Conti, A., Clari, M., Carignano, F., et al. (2019). Teaching resilience and vulnerability to nursing students using films: A qualitative study. Professioni Infermieristiche, 72(2), 135–142. https://doi.org/10.7429/pi.2019.722135
- Darbyshire, D., & Baker, P. (2012). A systematic review and thematic analysis of cinema in medical education. Medical Humanities, 38(1), 28–33. https://doi.org/10.1136/medhum-2011-010026
- Dewart, G., Corcoran, L., Thirsk, L., et al. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471. https://doi.org/10.1016/j.nedt.2020.104471
- Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20(1), 1–8. https://doi.org/10.1186/s12909-020-02208-z
- Gangwani, N., Singh, S., & Khaliq, F. (2022). Trigger films to teach core competencies of ethics and professionalism to first-year medical and nursing students. Advances in Physiology Education, 46(3), 491–497. https://doi.org/10.1152/advan.00041.2022
- Grubba, L. S. (2020). Cinema, human rights and development: the cinema as a pedagogical practice. CINEJ Cinema Journal, 8(1), 87-123. https://doi.org/10.5195/cinej.2020.238
- Gurajena, C., Mbunge, E., & Fashoto, S. J. (2021). Teaching and learning in the new normal: Opportunities and challenges of distance learning amid COVID-19 pandemic. https://dx.doi.org/10.2139/ssrn.3765509
- Habes, E. V., Jepma, P., Parlevliet, J. L., et al. (2020). Video-based tools to enhance nurses’ geriatric knowledge: A development and pilot study. Nurse Education Today, 90, 104425. https://doi.org/10.1016/j.nedt.2020.104425
- Heiss, E. M., & Oxley, S. P. (2021). Implementing a flipped classroom approach in remote instruction. Analytical and Bioanalytical Chemistry, 413(5), 1245–1250. https://doi.org/10.1007/s00216-020-03147-w
- Heldt, J. P., Agrawal, A., Loeb, R., et al. (2021). We’re not sure we like it but we still want more: Trainee and faculty perceptions of remote learning during the COVID-19 pandemic. Academic Psychiatry, 45(5), 598–602. https://doi.org/10.1007/s40596-021-01403-4
- Herrman, J. W. (2006). Using film clips to enhance nursing education. Nurse Educator, 31(6), 264–269. https://doi.org/10.1097/00006223-200611000-00010.
- Holzmann-Littig, C., Jedlicska, N., Wijnen-Meijer, M., et al. (2023). Design and transition of an emergency e-learning pathology course for medical students—evaluation of a novel course concept. European Journal of Investigation in Health, Psychology and Education, 13(1), 112–129. https://doi.org/10.3390/ejihpe13010008
- Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced remote learning during the COVID-19 pandemic in Germany: A mixed-methods study on students' positive and negative expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616
- Hyangjin, P., & Haeryun, C. (2021). Effects of nursing education using films on perception of nursing, satisfaction with major, and professional nursing values. The Journal of Nursing Research, 29(3), e150. https://doi.org/10.1097/jnr.0000000000000450
- Jacques, S., Ouahabi, A., & Lequeu, T. (2020). Remote knowledge acquisition and assessment during the COVID-19 pandemic. International Journal of Engineering Pedagogy, 10(6), 120–138. DOI : 10.3991/ijep.v10i6.16205
- Kao, C. L., Chien, L. C., Wang, M. C., et al. (2023). The development of new remote technologies in disaster medicine education: A scoping review. Frontiers in Public Health, 11, 1029558. https://doi.org/10.3389/fpubh.2023.1029558
- Karalis, T., & Raikou, N. (2021). Flipping the classroom remotely: Implementation of a flipped classroom course in higher education during the COVID-19 pandemic. European Journal of Open Education and E-learning Studies, 6(2). http://dx.doi.org/10.46827/ejoe.v6i2.3809
- Keene, K. (2013). Blending and flipping distance education. Distance Learning, 10(4), 63–69. https://www.proquest.com/scholarly-journals/blending-flipping-distance-education/docview/1496655665/se-2
- Kubrak, T. (2020). Impact of films: Changes in young people’s attitudes after watching a movie. Behavioral Sciences, 10(5), 86. https://doi.org/10.3390/bs10050086
- Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3). https://doi.org/10.1177/2332858419870489
- Li, B. Z., Cao, N. W., Ren, C. X., et al. (2020). Flipped classroom improves nursing students' theoretical learning in China: A meta-analysis. PLoS One, 15(8), e0237926. https://doi.org/10.1371/journal.pone.0237926
- Lo, C. K., & Hew, K. F. (2022). Design principles for fully online flipped learning in health professions education: A systematic review of research during the COVID-19 pandemic. BMC Medical Education, 22(1), 720. https://doi.org/10.1186/s12909-022-03782-0
- Mamahit, H. C. (2020). Cinema education method, is it work for group guidance and counseling? Journal of Counseling and Educational Technology, 3(2), 68–73. DOI:10.32698/01201
- Marchbanks, T. L., Bhattarai, A., Fagan, R. P., et al. (2011). An outbreak of 2009 pandemic influenza A (H1N1) virus infection in an elementary school in Pennsylvania. Clinical Infectious Diseases, 52 Suppl 1(Suppl 1), S154–S160. https://doi.org/10.1093/cid/ciq058
- Melender, H. L., & Maijala, V. (2018). Tactics for teaching evidence-based practice: Video as a support for learning international database searching in nursing education. Worldviews on Evidence-Based Nursing, 15(4), 326–328. https://doi.org/10.1111/wvn.12304
- Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
- Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51–70. https://doi.org/10.1007/s40692-021-00187-2
- Niemiec, R. M. (2020). Character strengths cinematherapy: Using movies to inspire change, meaning, and cinematic elevation. Journal of Clinical Psychology, 76(8), 1447-1462. https://doi.org/10.1002/jclp.22997
- Oh, J., & Steefel, L. (2016). Nursing students’ preferences of strategies surrounding cinenurducation in a first-year child growth and development course: A mixed-methods study. Nurse Education Today, 36, 342–347. https://doi.org/10.1016/j.nedt.2015.08.014
- Özbay, Ö., & Çınar, S. (2021). Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Education Today, 102, 104922. https://doi.org/10.1016/j.nedt.2021.104922
- Park, I., & Suh, Y. (2021). Meta-analysis of flipped learning effects in nursing education. International Journal of Environmental Research and Public Health, 18(23), 12814. https://doi.org/10.3390/ijerph182312814
- Peisachovich, E. H., Murtha, S., Phillips, A., et al. (2016). Flipping the classroom: A pedagogical approach to applying clinical judgment by engaging, interacting, and collaborating with nursing students. International Journal of Higher Education, 5(4), 114–121. DOI: 10.5430/ijhe.v5n4p114
- Qin, T. (2022). Visualizing Education: Utilizing Short Films in the Post-Pandemic World. In: Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022). Atlantis Press. volume 664, pp. 1295-1305.
- Ramo, N. L., Lin, M. A., Hald, E. S., et al. (2021). Synchronous vs. asynchronous vs. blended remote delivery of introduction to biomechanics course. Biomedical Engineering Education, 1(1), 61–66. https://doi.org/10.1007/s43683-020-00001-2
- Reiser, R. A., Williamson, N., & Suzuki, K. (1988). Using “Sesame Street to facilitate children’s recognition of letters and numbers. ECTJ, 36(1), 15-21. https://doi.org/10.1007/BF02770013
- Rose, S. (2020). Medical student education in the time of COVID-19. JAMA, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227
- Searight, H. R. (2020). The use of feature film for teaching undergraduate bioethics: Course format and assessment through student narratives. InSight: A Journal of Scholarly Teaching, 15, 33–51. DOI:10.46504/15202002se
- Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9100-8
- Suliman, W. A., Abu-Moghli, F. A., Khalaf, I., et al. (2021). Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study. Nurse Education Today, 100, 104829. https://doi.org/10.1016/j.nedt.2021.104829
- Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192–200. https://doi.org/10.1016/j.cnre.2017.10.006
- Totlis, T., Tishukov, M., Piagkou, M., et al. (2021). Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anatomy & Cell Biology, 54(3), 332–339. https://doi.org/10.5115/acb.21.006
- Tuncay, H. (2014). An integrated skills approach using feature movies in EFL at tertiary level. Turkish Online Journal of Educational Technology-TOJET, 13(1), 56–63.
- Umar, M., & Ko, I. (2022). E-learning: Direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic. Sustainability, 14(3), 1724. https://doi.org/10.3390/su14031724
- Yeh, C. Y., & Tsai, C. C. (2022). Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment. Frontiers in Psychology, 13, 928717. https://doi.org/10.3389/fpsyg.2022.928717
- Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3
DOI: https://doi.org/10.24294/jipd10372
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jing-Shia Tang, Mei-Chin Wang, Chien-Liang Chen
License URL: https://creativecommons.org/licenses/by/4.0/
This site is licensed under a Creative Commons Attribution 4.0 International License.