The Impact of Flipped Learning Participation on Self-Directed Learning Ability, Cooperative Self-Efficacy, and Metacognitive Strategies

This study was conducted to investigate the effects of a flipped learning instructional method on nursing students, comparing self-directed learning ability, collaborative self-efficacy, and metacognitive strategies between pre- and post-intervention, and to elucidate how flipped learning influences these variables. From March to June 2025, over a period of four months, the nursing research course based on flipped learning was implemented for nursing students. The course was structured into three phases: pre-class learning, face-to-face activities, and post-class learning, and conducted over 15 weeks. Data were collected via questionnaires administered both before and after the intervention, with valid responses from 75 participants being analyzed. Descriptive statistics were used to analyze the participants' general characteristics. Paired t-tests were performed to compare self-directed learning ability, collaborative self-efficacy, and metacognitive strategies before and after the flipped learning intervention. In addition, Pearson’s correlation analysis was conducted to examine the relationships among self-directed learning ability, collaborative self-efficacy, and metacognitive strategies following the intervention. Multiple regression analysis was used to identify factors influencing metacognitive strategies. The results revealed statistically significant improvements in self-directed learning ability, metacognitive strategies, and major satisfaction post-intervention, compared to pre-intervention, while academic achievement and collaborative self-efficacy did not exhibit significant differences. Moreover, post- intervention data showed significant positive correlations among self-directed learning ability, collaborative self- efficacy, and metacognitive strategies. Self-directed learning ability and collaborative self-efficacy in the flipped learning context were found to exert significant influence on metacognitive strategies. These findings suggest that flipped learning, by effectively integrating theoretical and practical elements in nursing research education, serves as a valuable pedagogical approach that enhances students’self-directed learning ability and collaborative self‑efficacy and is an influential factor in the development of metacognitive strategies. It is instrumental in cultivating the research competencies required in real-world nursing practice.