2.1. Application of flipped learnin

2.1. Application of flipped learning in nursing educationFlipped learning is an instructional approach, transferring direct teaching in class from the group learning space to the pre-classindividual learning space. Through self-learning videos or other media, learners become acquainted with knowledge relevant to theclass, freeing up more class time for case discussion, technical practice or knowledge application in the simulated contexts with theguidance of instructors (Bergmann & Sams, 2012; Billings, 2016). Flipped learning differs greatly from the traditional instruction inwhich students sit in the classroom and listen to the teacher's lecturing. In flipped learning, students have to watch videos orinstructional media prepared by teachers before the class, repeatedly watch them, and become familiar with the instructional contentbased on their own learning situation, which emphasizes their autonomous learning (Hwang et al., 2015; Kim, Kim, Cho, & Jang,2017). The concept of flipped learning tracks with that of medical education which encourages active learning. Studies have foundthat an increasing number of researchers make attempts to adopt flipped learning to enhance students' learning performance (Akçayır& Akçayır, 2018; Park & Park, 2018). Researchers have further pointed out the potential effectiveness of flipping learning, includingimproving learners' achievements (El-Banna, Whitlow, & McNelis, 2017; Njie-Carr et al., 2017), skills (Lockman et al., 2017), selfefficacy (Hao, 2016) and critical thinking (Kong, 2015; Park & Park, 2018) as well as reducing their cognitive load

結果 (繁體中文) 1:

2.1. Application of flipped learning in nursing education
Flipped learning is an instructional approach, transferring direct teaching in class from the group learning space to the pre-class
individual learning space. Through self-learning videos or other media, learners become acquainted with knowledge relevant to the
class, freeing up more class time for case discussion, technical practice or knowledge application in the simulated contexts with the
guidance of instructors (Bergmann & Sams, 2012; Billings, 2016). Flipped learning differs greatly from the traditional instruction in
which students sit in the classroom and listen to the teacher's lecturing. In flipped learning, students have to watch videos or
instructional media prepared by teachers before the class, repeatedly watch them, and become familiar with the instructional content
based on their own learning situation, which emphasizes their autonomous learning (Hwang et al., 2015; Kim, Kim, Cho, & Jang,
2017). The concept of flipped learning tracks with that of medical education which encourages active learning. Studies have found
that an increasing number of researchers make attempts to adopt flipped learning to enhance students' learning performance (Akçayır
& Akçayır, 2018; Park & Park, 2018). Researchers have further pointed out the potential effectiveness of flipping learning, including
提高學生的成績（埃爾 - 版納，惠特洛，與McNelis，2017年;恩傑-Carr等，2017）（。Lockman等人，2017年），技能，selfefficacy（皓，2016）和批判性思維（香港，2015年;公園及公園，2018），以及減少他們的認知負荷

結果 (繁體中文) 2:

2.1. 翻轉學習在護理教育中的應用
翻轉式學習是一種教學方式，將課堂直接教學從小組學習空間轉移到課前教學空間。
個人學習空間。通過自學視頻或其他媒體，學習者熟悉與
課堂，騰出更多的課時用於案例討論、技術實踐或知識應用，
指導員指導（伯格曼·薩姆斯，2012年;比林斯，2016 年）。翻轉學習與傳統教學有很大的不同。
學生坐在教室裡聽老師講課。在翻轉學習中，學生必須觀看視頻或
課前老師準備的教學媒體，反復觀看，熟悉教學內容
基於自己的學習情況，強調自主學習（Hwang等人，2015年;金，金，趙，和張，
2017年）翻轉學習軌跡的概念與鼓勵積極學習的醫學教育的概念。研究發現
越來越多的研究人員嘗試採用翻轉學習來提高學生的學習成績（Akéayér
• 阿凱耶爾，2018;公園和公園，2018年。研究人員進一步指出了翻轉學習的潛在效果，包括
提高學習者的成績（埃爾-班納、惠特洛和麥克尼利斯，2017年;Njie-Carr等人，2017年），技能（Lockman等人，2017年），自我效能（Hao，2016年）和批判性思維（Kong，2015年;公園和公園，2018），以及減少他們的認知負荷

結果 (繁體中文) 3:

2.1條。翻轉學習在護理教育中的應用
翻轉學習是一種將課堂上的直接教學從小組學習空間轉移到課前的教學方法
個人學習空間通過自學視頻或其他媒體，學習者熟悉與
課堂，騰出更多的時間在類比情境中進行案例討論、科技實踐或知識應用
指導教師（Bergmann&Sams，2012；Billings，2016）翻轉學習與傳統教學有很大的不同
哪些學生坐在教室裏聽老師講課在翻轉學習中，學生必須觀看視頻或
教師在課前準備的教學媒體，反復觀看，熟悉教學內容
基於他們自己的學習情况，強調他們的自主學習（Hwang等人，2015；Kim，Kim，Cho，&Jang，
2017年）翻轉學習的概念與醫學教育鼓勵積極學習的概念是一致的研究發現
越來越多的研究者試圖採用翻轉學習來提高學生的學習成績
&阿克薩，2018；公園和公園，2018）。研究人員進一步指出了翻轉學習的潜在效果，包括
提高學習者的成績（El Banna、Whitlow和McNelis，2017；Njie Carr等人，2017）、技能（Lockman等人，2017）、自我效能感（Hao，2016）和批判性思維（Kong，2015；Park&Park，2018）並降低其認知負荷