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  1. 四條畷学園大学看護ジャーナル
  2. 第2号

Experiences of nursing students undergo TBL through flipped classrooms

https://doi.org/10.15110/00000794
https://doi.org/10.15110/00000794
2d27983e-ad89-48c1-8f8a-50566918c013
名前 / ファイル ライセンス アクション
Experiences Experiences of nursing students undergo TBL through flipped classrooms (192.0 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
言語
言語 eng
論文種類
内容記述タイプ Other
内容記述 研究報告
言語 ja
タイトル
タイトル Experiences of nursing students undergo TBL through flipped classrooms
言語 en
抄録
内容記述タイプ Abstract
内容記述 Purpose: Team-Based Learning(TBL)refers to an active learning method in which a problem assigned beforehand is independently solved by the individual, and then as a member of a team(group). In this study, the learning experiences of students who underwent TBL by using a flipped classroom technique were qualitatively analyzed to investigate effective teaching methods. Method: The group interview was conducted with 15 students (subjects)who experienced TBL in the subject of “health assessment” for 2nd year students in nursing universities. The interview was recorded and transcribed into text, and the contents were then analyzed. In the TBL involved in this study, teams of 5-6 students underwent pre-learning before attending the class. In the class, a lecture was followed by individual learning(5-10 minutes)and group learning(15-20 minutes). The contents of the discussion were then submitted as a deliverable within the class period, and were used in the assessment for each group. Result: With respect to the students’ experience with TBL, the categories of “effect of pre-learning on group learning and awareness of personal problems,” “interest in group members,” “changes in attitude towards group learning,” and “effect of group dynamics” were extracted. Conclusion: For the teacher using TBL with the purpose of improving the quality of student learning, support that took the students’ self-awareness and interest into account, as well as attitude and group dynamics, was deemed important. Accordingly, support was deemed necessary in areas such as grasping the students’ response to TBL in detail, feedback on awareness and interest, considerations for group structure and theme setting, and the teaching of the group learning method.
言語 en
キーワード
言語 en
主題Scheme Other
主題 Nursing Education
キーワード
言語 en
主題Scheme Other
主題 Team-Based Learning
キーワード
言語 en
主題Scheme Other
主題 Flipped Classroom
著者 大田, 博

× 大田, 博

WEKO 2529
e-Rad 10739775
ORCID 0000-0002-4827-3249

en Ota, Hiroshi
Shijonawate Gakuen University

ja 大田, 博
四條畷学園大学

ja-Kana オオタ, ヒロシ

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
ID登録
ID登録 10.15110/00000794
ID登録タイプ JaLC
書誌情報 ja : 四條畷学園大学看護ジャーナル
en : Nursing Journal of SHIJONAWATE GAKUEN UNIVERSITY

巻 2, p. 1-6, ページ数 6, 発行日 2018-12-18
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA12801691
収録物識別子
収録物識別子タイプ PISSN
収録物識別子 24334987
公開者・出版者
出版者 四條畷学園大学看護学部
言語 ja
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