Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

BMC Medical Education

Fatemeh Shirazi¹  Zinat Mohebbi²  Alireza Mortezaei Haftador³ 

[1] Community Based Psychiatric Care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences;Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences;Student Research Committee, School of Nursing and Midwifery, Shiraz University of medical sciences;

关键词: COVID-19;    Motivation;    Online education;    Flipped classroom;    Jigsaw;    Students;   

DOI  :  10.1186/s12909-021-02929-9

来源: DOAJ

【 摘 要 】

Abstract Background Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, consequently, promote their academic performance. This study aimed to compare the effects of synchronous online class and the combination of flipped and jigsaw methods on students’ academic motivation. Methods This quasi-experimental study was conducted on 84 BSc nursing students who had entered Shiraz University of Medical Sciences in two different years. One group was educated in a synchronous online class, while the other group was educated using a combination of flipped and jigsaw methods. Both classes were enrolled in online classes due to the COVID-19 pandemic. The participants’ academic motivation was evaluated using Harter’s Academic Motivation Scale. Results The results revealed no significant difference in the intrinsic and extrinsic dimensions of academic motivation in the synchronous online class group before and after the intervention. However, a significant increase was observed in the mean scores of academic motivation (p = 0.002) and its intrinsic (p = 0.003) and extrinsic (p = 0.031) dimensions in the flipped-jigsaw method group after the intervention. Moreover, the mean scores of academic motivation (p = 0.007) and its intrinsic (p = 0.038) and extrinsic (p = 0.010) dimensions were significantly higher in the flipped-jigsaw method group compared to the synchronous online class group after the intervention. Conclusions Since the COVID-19 pandemic has led educational institutions to use virtual education methods, the combination of flipped and jigsaw methods may improve students’ academic motivation in distance learning.

【 授权许可】

Unknown