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

Suhaila Halasa; Nimer Abusalim; Mohammad Rayyan; Rose E Constantino; Omayah Nassar; Huda Amre; Moayad Sharab; Insirah Qadri

doi:10.1002/nop2.492

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

Nurs Open. 2020 Mar 31;7(4):1129-1138. doi: 10.1002/nop2.492. eCollection 2020 Jul.

Authors

Suhaila Halasa¹, Nimer Abusalim², Mohammad Rayyan², Rose E Constantino³, Omayah Nassar¹, Huda Amre⁴, Moayad Sharab², Insirah Qadri¹

Affiliations

¹ Maternal and Child Health Nursing Department School of Nursing The University of Jordan Amman Jordan.
² School of Foreign Languages The University of Jordan Amman Jordan.
³ Department of Health and Community Systems School of Nursing University of Pittsburgh Pittsburgh PA USA.
⁴ Community Health Nursing Department School of Nursing The University of Jordan Amman Jordan.

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.

Keywords: academic achievement; blended learning; flipped classroom; nursing education; traditional learning.

MeSH terms

Academic Success*
Curriculum
Humans
Learning
Problem-Based Learning
Students