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최희승 ( Choi Hee-Seung ) - Seoul National University College of Nursing
김정은 ( Kim Jeong-Eun ) - Seoul National University College of Nursing
방경숙 ( Bang Kyung-Sook ) - Seoul National University College of Nursing Research Institute of Nursing Science
박연환 ( Park Yeon-Hwan ) - Seoul National University College of Nursing
이남주 ( Lee Nam-Ju ) - Seoul National University College of Nursing
김찬희 ( Kim Chan-Hee ) - Seoul National University College of Nursing
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Abstract
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Purpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructionallanguage. EMI prepares domestic students for international leadership; however, students report difficulty in learning,and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture andhomework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students’ learning experiencesand their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive,cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course developmentmeetings with faculties from the nursing school and the center for teaching and learning were used to develop the courseformat and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questionsand focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing thecourse. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flippedlearning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated witheffective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficientpreparation to facilitate student motivation and maximize learning outcomes.
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KeyWords
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Educational model, English, Learning, Nursing education
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원문 및 링크아웃 정보
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등재저널 정보
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