ABSTRACT
AIM: The aim of the study was to describe student and faculty experiences in the flipped learning environment. BACKGROUND: Studies of flipped instruction in science, technology, engineering, and mathematics reveal improvements in student performance. There is limited research related to student and faculty experiences in the learning environment. METHOD: This study utilized a multiple-case study research design with two undergraduate nursing courses at two institutions. RESULTS: Student participants in Case A felt the implementation of flipped learning reflected the pillars of flipped learning more than Case B participants. The strategies used to implement flipped learning in the two cases were different as were student experiences. CONCLUSION: Three conclusions resulted from the study: flipped learning results in a shift in the student role that requires additional instructor support, instructors would benefit from guidance in the form of best practices, and nurse educators can use flipped learning to better meet the learning needs of their students.
