Effect of flipped learning on Metacognition, Learning Transfer Motivation and Major Commitment of Nursing College Students

This study was attempted to determine the effect of flipped learning on nursing students' metacognition, learning transfer motivation and major commitment. This is a single-group pre- and post-experimental design study. This study was conducted on 40 3rd-grade students who took adult nursing courses enrolled in the nursing department of one university located in G gun. The data were collected from August 29 to October 21, 2022, using a self-report questionnaire before and after flipped learning. For data analysis, using SPSS/WIN 23.0 program, metacognition, learning transfer motivation and major commitment of nursing students were analyzed with the mean and standard deviation, and differences in metacognition and learning transfer motivation before and after flipped learning were analyzed using t-test. Major commitment before and after flipped learning were analyzed mann whitney U test. As a result of the study, metacognition averaged 4.11±0.54 points before education and 4.33±0.50 points after education, and learning transfer motivation averaged 4.07±0.58 points before education and 4.26±0.56 points after education. Major commitment averaged 4.17±0.65 points before education and 4.20±0.62 points after education. This study confirmed that flipped learning is a metacognition(t=-3.22, p=.003), and learning transfer motivation (t=-2.16, p=.037) were significantly increased. Major commitment increased but was not statistically significant (Z=-0.29, p=.774). In conclusion, It was confirmed that flipped learning is an effective educational program that improves nursing students' metacognition and learning transfer motivation. Future studies should focus on developing and verifying the effectiveness of flipped learning in improving major commitment.