ArticleBMC medical education2021
Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 4 of them syntheses that pooled it.
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Who cites it
12 citing papers in PubMed, 4 syntheses or guidelines pooled it.
- Digital Strategies Utilised to Encourage Undergraduate Nursing Students' Engagement in Online Units of Study Throughout the COVID-19 Pandemic: A Systematic Review.Nursing open · 2026Pooled it
- Motivation Theories and Constructs in Experimental Studies of Online Instruction: Systematic Review and Directed Content Analysis.JMIR medical education · 2025Pooled it
- Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.BMC medical education · 2022Pooled it
- Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains.Frontiers in public health · 2022Pooled it
- Escaping the OR: a pilot study of a Jigsaw-based workshop to teach preoperative assessment in internal medicine residency.BMC medical education · 2026Article
- Unraveling the Impact of Blended Learning vs. Online Learning on Learners' Performance: Perspective of Self-Determination Theory.Behavioral sciences (Basel, Switzerland) · 2025Article
- The effects of flipped classroom and jigsaw teaching strategies on learning, retention of course content, and satisfaction among nursing students: a quasi-experimental study.BMC medical education · 2025Article
- Cultural adaptation and psychometric evaluation of the Persian version of the motivation for nursing student scale (MNSS).BMC medical education · 2024Article
- Impact of Resilience and Viral Anxiety on Psychological Well-Being, Intrinsic Motivation, and Academic Stress in Medical Students During the COVID-19 Pandemic.Psychiatry investigation · 2023Article
- Synchronous online lecturing or blended flipped classroom with jigsaw: an educational intervention during the Covid-19 pandemic.BMC medical education · 2022Article
- Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
- Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation.Medical science educator · 2022Article
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundDue 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.
methodsThis 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.
resultsThe 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.
conclusionsSince 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.
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