Main Article Content
Background: An online integrative program of flipped classroom and group inquiry as a teaching method has been used to effectively promote team learning, critical thinking and data searching.
Objectives: This study aimed to compare team learning and learning achievement of nursing students who participated in the online integrative program of flipped classroom and group inquiry as a teaching method (OIPofFI), and to examine learning outcomes based on the National Qualifications Framework for higher education.
Methods: The sample of this quasi-experimental research study consisted of 104 fourth year nursing students. Data were collected using a team learning assessment form, a learning achievement test, a learning outcome based on the National Qualifications Framework for higher education evaluation form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation and paired t-tests.
Results: It was found that: the mean score of team learning ability after participating in the OIPofFI was statistically significant higher than that of before (t = 2.45, p=.017). The mean score of learning achievement aof nursing students after participating in the OIPofFI was statistically significantly higher than that of before (t = 16.87, p=.001). The efficiency index of learning outcomes based on the National Qualifications Framework for Higher Education was 83.85/ 86.87. Nursing students were satisfied with participating in the OIPofFI at a high level (M=4.32, SD=0.51).
Conclusions: The findings demonstrated the effectiveness of the OIPofFI. Thus, faculty should develop activities that promote team learning among students.
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