Flipping the classroom to improve student performance and satisfaction

J Nurs Educ. 2013 Oct;52(10):597-9. doi: 10.3928/01484834-20130919-03. Epub 2013 Sep 19.


This study aimed to determine the effects of a flipped classroom (i.e., reversal of time allotment for lecture and homework) and innovative learning activities on academic success and the satisfaction of nursing students. A quasi-experimental design was used to compare three approaches to learning: traditional lecture only (LO), lecture and lecture capture back-up (LLC), and the flipped classroom approach of lecture capture with innovative classroom activities (LCI). Examination scores were higher for the flipped classroom LCI group (M = 81.89, SD = 5.02) than for both the LLC group (M = 80.70, SD = 4.25), p = 0.003, and the LO group (M = 79.79, SD = 4.51), p < 0.001. Students were less satisfied with the flipped classroom method than with either of the other methods (p < 0.001). Blending new teaching technologies with interactive classroom activities can result in improved learning but not necessarily improved student satisfaction.

Publication types

  • Comparative Study

MeSH terms

  • Adult
  • Analysis of Variance
  • Attitude of Health Personnel*
  • Education, Nursing, Baccalaureate*
  • Female
  • Humans
  • Male
  • Program Evaluation
  • Students, Nursing*
  • Teaching / methods*
  • Young Adult