This is a descriptive study with a qualitative approach carried out in a nursing faculty of
a public university located in the northern region of Brazil. The undergraduate course
effectively investigated was the one of Administration in Nursing, inserted in the fifth
semester of the course, where the activities were developed integrally by the Flipped
Classroom model, in this study is adopted the free translation: inverted class. They were
used during the discipline: Peer Instruction, Just-in-Time-Teaching and Team Based
Learning, taking into account the program content and its objectives. Participants were
8 undergraduate students regularly enrolled in the fifth semester of nursing in the second
semester of 2017. The class consisted of 29 students, with participants selected from
the following inclusion criteria having attendance in classes ≥ 75% and at least 70% of
the activities per unit of the discipline. Data collection was done through a semistructured interview. For the data analysis, the open and axial coding phases of the
constant comparisons method (STRAUSS; CORBIN, 2008) were used. It was ordered in
a trial version of the program Atlas TI®. At the end of the open coding were generated
22 codes grouped, during the axial codification, in 5 families which will be called
categories to facilitate the understanding, being the categories: Preferences: where it
was observed that the previous reading is considered by a part of the participants as an
important strategy for learning and affirmations that suggest students' understanding that
there are better teaching strategies and methods for each content and / or context;
Inverted Classroom - The students' perception, where it was observed that students have
an understanding about the elements of the inverted classroom model. Each method
generated a set of differentiated affirmations, for example, Just-in-Time-Teaching, a
series of statements about students' knowledge needed by the teacher to develop it;
Improved learning process in student perception, where the students described the
development or exercise of autonomy in relation to the learning process. TBL was the
method most commented by the participants and preferred; Difficulties and Challenges,
where the challenge of working with a teaching method different from conventional
teaching methods, that is, the challenge of going through a process of change, has been
observed, difficulties related to the methods used, such as need for previous reading that
proved to be laborious for some students, difficulty accessing materials through e-mail,
difficulty or lack of access to the internet, there were difficulties that are not related to the
model, it is worth noting the difficulty of reconciling the activities of all the curricular
activities of the semester, suggesting that there was no integration in the construction of
the planning of all curricular activities of the semester; Suggestions and evaluations,
where students evaluated themselves most of the time positively commenting on their
behavior and performance throughout the course, regarding the didactic-methodological
strategies the assessments were a little more critical, suggesting that students have
easier to critically evaluate teachers than themselves and it was possible to observe that
some students were more critical than the others, despite the fact that the same
pedagogical model has been worked out for all, this leads to the following reflection: the
pedagogical experience is personalized.
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