M A Carvalho, T Baranowski, E Foster, O Santos, B Cardoso, A Rito, J Pereira Miguel
Validation of the Portuguese self-administered computerised 24-hour dietary recall among second-, third- and fourth-grade children
Journal of human nutrition and dietetics : the official journal of the British Dietetic Association
since traditional teaching could help develop competences flipped classroom caught sight researchers despite uptake flipped classroom disciplines dearth evidence available use nursing curricula addition consensus best implement flipped classroom study aimed 1 develop flipped classroom underpinned constructivism theory 2 verify effectiveness study adopted quasiexperimental design study conducted 2018 spring semester university east china 6th semester undergraduate nursing students four parallel classes community nursing course flipped classroom characterized situational collaborative learning developed carried two classes intervention group n 98 inclass lectures applied two classes control group n 90 course examination score experience course experience questionnaire ceq students appraisal used verify effectiveness flipped classroom compared control group examination score higher intervention group four domains ceq good teaching domain rating lower learning burden domain rating higher intervention group statistical difference classroom quality harvest domains students intervention group chose course helped developing critical thinking selfcognition evaluation abilities satisfaction rating groups statistically different flipped classroom efficient improving students academic performance promoting development higherlevel thinking abilities however failed improving students satisfaction course experience findings suggest active learning strategies situational collaborative learning group problem solving discussion integrated nursing curriculum refinement flipped classroom needed create students buyin