Abstract
Background: Research suggests flipped learning may improve student motivation to learn.
Purpose: This study examined motivation and learning strategies among prelicensure BSN students in a course taught using the flipped learning model. The hypothesis was that flipped learning may improve motivation and learning strategies of students.
Methods: A descriptive, comparative design examined motivation and learning strategies used by students in a flipped learning course. The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students at a Midwestern university.
Results: Substantial decreases were found from pretest to posttest mean scores for the task value, control of learning beliefs, and help seeking subscales.
Conclusion: The results did not support the hypothesis that flipped learning would improve motivation and learning strategies. Further research in larger diverse samples of students in a flipped learning course is recommended.