Flipped learning in higher education: a case study of the lived experiences of nursing faculty and students

Though several studies have revealed an increase in student performance in the flipped learning environment, there is limited empirical research on the phenomenon in higher education; especially within the discipline of nursing (Roach, 2014). In addition, empirical research is limited on the learning experiences of students and teaching experiences of faculty in the flipped learning environment. This study added to the existing empirical research on the instructional approach by obtaining data on the lived experiences of students and faculty in the flipped learning environment; primarily focusing on the instructional approach in higher education in the discipline of nursing. The purpose of this qualitative study was to describe the lived experiences of faculty and students in the flipped learning environment. A multiple case study approach was used because the study took place at two separate institutions in the southeastern United States. Data were collected through the use of a questionnaire, focus-group interviews, semi-structured interviews, and observation. Six conclusions resulted from this study. This study revealed that the flipped classroom is (1) flexible, (2) convenient, (3) self-paced, (4) interactive, (5) provides clarification, and (6) allows students to arrive to class better prepared. Because the study occurred in two different learning environments in which the students received different instructional approaches, several conclusions were made about flipped learning. The experiences shared from this study are valuable additions to the growing body of research for faculty implementing flipped instruction. (Published By University of Alabama Libraries