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ABSTRACTEducators have indicated that a good flipped learning design has the potential to enable teachers to use the class time effectively for conducting higher-order thinking activities and enhancing the interactions among peers and teachers. Several previous studies have also pointed out the importance of employing proper learning strategies, such that students’ learning performance would meet the expectations of both the pre- and in-class activities of flipped learning. In this study, an interactive problem-posing guiding strategy was proposed to guide students to understand the concepts of problem-posing by the use of multiple choice options before class, and to engage them in effective problem-posing activities during class. To examine the effectiveness of the proposed learning mode, a flipped learning system was developed and an experiment was conducted in a natural science learning activity in an elementary school. The participants were two classes of fifth graders of an elementary school, a total of 56 students, with one class as the experimental group and the other as the control group. The students in the experimental group adopted the interactive problem-posing guiding strategy in the flipped learning mode, while the control group used the conventional flipped learning mode. The experimental results confirmed that the flipped learning activity with the interactive problem-posing guiding strategy was more effective in terms of learning achievement, self-efficacy, and deep approaches to learning science in the natural science course than the conventional flipped learning method. It also confirmed the importance of integrating the stepwise learning strategy (e.g. guided problem-posing and collaborative problem-posing) into flipped learning to support students’ pre- and in-class learning. 相似文献
2.
《校园英语(教研版)》2016,(29)
This paper analyzed how flipped classroom facilitated grammar teaching for English majors by indicating the principle status of students in class, shaping good classroom atmosphere of grammar learning and expanding English grammar teaching. Meanwhile, it raised strategies of flipped classroom applied in English majors' grammar teaching such as preparations before class and abundant teaching methods. 相似文献
3.
This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation. 相似文献
4.
Di Zou 《Interactive Learning Environments》2019,27(8):1127-1142
ABSTRACTJust-in-time teaching and peer instruction are two student-centred approaches that have been widely employed in various science subjects but seldom in language classrooms. This research proposed a flipped learning model through technology-enhanced just-in-time teaching and peer instruction and investigated the effectiveness of this model in promoting English learning. Two groups of upper intermediate EFL learners participated in the study and learned in two different flipped learning modes, one with the newly proposed approach and the other with the conventional flipped learning approach. The results showed that the proposed model outperformed the conventional model in promoting the development of students’ writing skills, motivation, and tendency of critical thinking. The use of an assessment-centred tool (e.g. EDpuzzle) for interactive videos and cloud-based tools for real-time collaboration (e.g. Padlet and Google Docs) assisted in creating scaffolded learning experience, sharing culture, and opportunities of peer instruction for students in the flipped classroom with Just-in-time teaching and peer instruction. Such results implied that our flipped learning model is very conducive to language learning, and it is advised to be employed more widely in various language learning classes. 相似文献
5.
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course 总被引：2，自引：0，他引：2
Randall S. Davies Douglas L. Dean Nick Ball 《Educational technology research and development : ETR & D》2013,61(4):563-580
The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction. 相似文献
6.
ABSTRACTRubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning. 相似文献
7.
In this study, through using the flipped classroom and cooperative learning methods both together and separately, this study examines the changes in the motivation and academic achievement levels of 4th-grade students in primary school. Three experimental groups and one control group were used in the research. As a result of this work, the flipped classroom, the cooperative learning method in the flipped classroom environment and the cooperative learning method used separately achieved both a positive and significant effect on the students' levels of academic achievement and motivation in both the pre-experiment and post-experiment groups, when compared with the control group. At the end of this study, we've provided recommendations on how to use the flipped classroom and cooperative learning methods, both together and separately. 相似文献
8.
Taotao Long John Cummins Michael Waugh 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):2028-2039
The flipped classroom is an instructional model which allows for more advanced learning activities during in-class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self-efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self-efficacy. 相似文献
9.
从翻转课堂的视角探讨在基于学生思辨素养的英语演绎教学案例中所呈现现的教学模式、师生交流、教学环境、学习内容等方面的变化。在对教师和学生的综合能力和知识结构进行分析讨论后,梳理了TPACK（整合技术的学科和教学知识）框架的不足,进而从学生的角度提出TSACK（整合技术的学科和策略知识）框架。翻转课堂不仅体现了课堂形式的翻转,也体现了TPACK和TSACK之间的相互影响、相互促进。师生知识结构的交流与结合为信息时代的教学研究提供了一个新思路,也为翻转课堂的发展提供了新的实证案例。 相似文献
10.
ABSTRACTAmateur musical instrument learners are usually taught in a one-to-many learning mode owing to the cost consideration; therefore, it is difficult for the teacher to address individual students’ problems. This results in a lack of knowledge internalization. The flipped classroom enables the teacher to have more in-class time to interact with individual students. However, when the teacher guides a learner in the flipped class, the other learners usually practice on their own rather than engaging in critical thinking or reflective thinking activities. Therefore, this study uses the peer assessment strategy to increase the effectiveness of musical instrument flipped teaching. However, conventional peer assessment flipped teaching (CPA) has some disadvantages. So, we present another method in which the peer assessment is performed by online video sharing (VSPA). The VSPA method can further extend the learning time until after class. It lets teachers have more time to solve the problems of individual students. Besides, it can reduce the students’ nervousness. The experimental results showed that both of the two teaching modes can help progression, but there is no significant difference in the learning effectiveness. As for learning preference, we found that the learners preferred CPA to VSPA. 相似文献
11.
Xiao-Li Zheng Hoi-Soo Kim Wen-Hua Lai Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130
In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom. 相似文献
12.
ABSTRACTThis case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n?=?44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students’ individual grades. 相似文献
13.
ABSTRACTThe flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students’ online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship, and to explain how this relationship predicts students’ intentions to participate in an FC. Two questionnaires were used to gather data from 576 undergraduate or graduate students in Taiwan. The structural equation model showed that students’ in-class interactions and online SRL are predictors of their perceived quality of usefulness of online learning activities and positive experience of FC, and these, in turn, associate with their intentional behaviours of participating in FC. While students’ perceived value of interactions in physical classrooms directly related to their intentions to participate in FC, their online SRL predicts their intentions to participate in flipped learning only when mediated by the perceived quality of the usefulness of the online learning activities and positive experience of FC. 相似文献
14.
Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over four weeks. Two independent variables were completely crossed resulting in four experimental conditions: video (at home vs. in class) and instructional method (student-centred vs. teacher-centred). Multilevel analysis reveals that all four experimental conditions were equally effective in promoting students’ learning gains. At-risk, average and excellent students profited least from the learning conditions. The study constitutes a first step towards a comprehensive evaluation of flipped classroom by using a better-controlled research design and may contribute to a more objective discussion about the positive effects of flipped classroom. 相似文献
15.
Sarah Rae Sletten 《Journal of Science Education and Technology》2017,26(3):347-358
In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students’ perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students’ perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. 相似文献
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该文研究了小组合作学习理论在大学英语口语教学中的应用,揭示了小组合作学习理论对提高大学英语口语教学效果的有效性,分析了小组合作学习活动对学生的英语口语学习时间与频率、学习态度、学习信心、学习动机和交际意愿的影响,总结了有效的小组合作学习分组策略,教师监督与干预措施,小组合作学习对非智力因素发展的作用。文章还指出了在今后教学中研究小组合作学习活动对保持学生英语口语学习动机可持续发展的重要性。 相似文献
18.
Hsiu-Ting Hung 《Interactive Learning Environments》2017,25(8):983-995
Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning. 相似文献
19.
交际性英语语法教学初探 总被引：1，自引：0，他引：1
洪梅 《商丘职业技术学院学报》2005,4(3):41-43
语法在外语教学中占有重要的地位,其目的是培养学生掌握语言规律和语言运用的能力,而传统的语法教学是为学语法而学语法,是以教师为中心进行的灌输式教学,教学方法单一陈旧,缺乏互动性,对英语教学产生了消极影响.交际性语法课堂则是以学生为中心,通过组织真实生动、互动性强的各种交际活动,充分实现师生互动、生生互动的交流,促进学生的语法知识向语言实际运用能力的转化. 相似文献
20.
张颖 《佳木斯教育学院学报》2012,(2):326-327
本文在分析中职学生英语学习现状的基础上,探讨中职教师如何激发学生英语学习动力的问题。提出要从以下几方面来着手:建立良好的师生关系,创造和谐的课堂氛围;改变以往教学方法,调动学生英语学习兴趣;分析当前就业形势,激发学生英语学习动机;运用"赏识教育",增强学生英语学习自信;鼓励克服困难,培养学生英语学习意志。 相似文献