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ABSTRACTDance courses aim to not only intensify learners’ dance skills, but also cultivate their personal dancing features, self-confidence, self-reflection ability, creative power, appreciation ability, to name just a few, in order to attain much higher level artistic performance. In the present study, an approach which integrates mobile peer assessment into flipped learning is proposed. Moreover, a 9-week experiment was conducted to explore the effects of the approach on students’ dance skills, self-efficacy, and learning satisfaction. The results indicated that the students learning with the integrated mobile peer assessment and flipped learning approach had better dance skills than those learning with the conventional flipped learning approach and traditional instruction. In terms of self-efficacy, the students learning with the conventional flipped learning approach outperformed those learning with the proposed approach and traditional instruction. In terms of learning satisfaction, the conventional flipped learning approach outperformed the traditional instruction. Discussion and suggestions are provided accordingly. It is suggested that teachers who want to incorporate flipped learning into dance courses may decide whether to combine peer assessment according to the teaching objectives. 相似文献
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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
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ABSTRACTFlipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement. 相似文献
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Zamzami Zainuddin Corinne Jacqueline Perera 《Journal of Further & Higher Education》2019,43(1):115-126
This study aimed at identifying the differences between a flipped classroom and a non-flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using post-tests, questionnaires and focus group interviews during the data collection process. Sixty-one students were the respondents involved in a non-randomised experiment with a control group design, while 10 representative students participated in a focus-group discussion. The results reported that post-test 1 showed no significant difference between the two groups of flipped and non-flipped classroom instruction (t = 1.68, p = .474), while post-tests 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). This finding shows that students in the flipped learning environment were more competent handling online tasks and activities, and were able to control their learning outcomes. The survey results showed that the flip-class setting fostered better peer interaction and autonomous learning skills among the students. The flip-class environment had also a positive influence on students’ intrinsic motivation. The qualitative findings from the students’ interviews revealed that students were motivated by the video-recorded lectures, self-regulated learning environments, engagement in class activities and peer interaction. Conclusions from this study showed that the flip-class setting had successfully established the basic psychological needs of SDT, namely: competency, autonomy and relatedness in a flipped classroom model. 相似文献
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Eunice Eyitayo Olakanmi 《Journal of Science Education and Technology》2017,26(1):127-137
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning. 相似文献
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The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献
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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
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Caroline Fell Kurban 《Interactive Learning Environments》2019,27(8):1143-1159
ABSTRACTEvidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. 相似文献
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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
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近年来,翻转学习越来越受到重视;它让学生在课前通过教学视频获取基础知识,从而有更多的时间在课堂上练习、应用知识或师生互动。许多学者指出,通过这种学习方式,教师可以引导学生进行更高层次的思考,以及与同伴和教师的互动,设计出更有效的课堂活动。同时,研究人员也指出,采用适当的教育技术或学习策略可以进一步提高学生的学习成绩。因此,此次研究提出了一种基于增强现实(AR)的翻转学习指导模式。为了验证所提方法的有效性,我们在一所小学的自然科学学习活动中,使用所开发的系统进行了实验。研究对象是四个班111名五年级学生,实验组2个班,对照组2个班。实验组采用基于AR的翻转学习模式,对照组采用传统的翻转学习模式,实验结果表明,基于AR的翻转学习指导方法不仅有利于学生项目成绩的提升,而且提高了学生的学习动机、批判性思维倾向和群体自我效能感。 相似文献
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探索新型教学模式,培养学生的英语综合应用能力及其自主学习能力是现行的《大学英语课程教学要求》所提出的重要目标。基于此,对自主学习的定义进行简要介绍,探讨了如何在内容为依托的外语教学模式中培养学生的自主学习能力和意识。进而得出结论和启示:内容为依托的外语教学模式能有效促进学生学习动机、学习策略与语言应用能力的协调发展,增强其自主性英语学习能力,是实现大学英语教学目标的行之有效的途径。 相似文献
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何越 《南阳师范学院学报》2014,(8):67-69
高师院校本科生"翻转课堂"理念的培养应首先营造软环境,帮助学生确定未来职业定位,把"翻转课堂"理念渗透于各课程的教学过程中。其技能的培养应从微视频的制作入手,控制视频时间,重视视频效果;直接切入主题;视频知识内容的呈现以题目为独立单位进行录制;教师应娴熟地掌握现代信息技术,具备较高的信息技术素养;课前微视频中预设的教学目标、学习要求都需要在课堂内化阶段完成;课堂上通过互动等方法,一方面考核学生对知识的学习、对问题理解的深浅程度;另一方面检验教学目的实现与否,从而完成知识的内化。 相似文献
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Wai S. Tse Lai Y. A. Choi Wing S. Tang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):385-398
Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students. 相似文献
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Morris Siu-yung Jong Gaowei Chen Vincent Tam Ching Sing Chai 《Interactive Learning Environments》2019,27(8):1222-1238
ABSTRACTFIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, middle and bottom schools in Hong Kong. In comparison with the conventional issue-based enquiry learning approach, FIBER had different intensity of positive effects on the high, moderate, and low academic-achieving student participants. This paper provides researchers and educational practitioners with empirical evidence for supporting wider adoption of FIBER in social humanities education, as well as harnessing flipped learning in formal schooling. Apart from discussing the benefits, the authors also underline the challenges of FIBER and suggest future work. 相似文献
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Bieng-Yi Chang Ching-Yi Chang Gwo-Haur Hwang 《Interactive Learning Environments》2019,27(8):1062-1074
ABSTRACTThe Advanced Cardiac Life Support (ACLS) training aims to help nurses establish the basic competence of the comprehension of electrocardiograms (ECG/ EKG). However, learners usually have difficulty memorizing the meanings of different EKG waveforms, which could represent clinical symptoms or even the feeling of dying, via traditional instruction. Some serious problems could lead to death if the nursing staff do not make correct judgments and provide timely treatment. Thus, this paper reports an explorative study investigating the effects of a flipped classroom approach on nursing staffs’ ACLS learning achievement. A 2-week experiment was conducted to compare the learning achievement of the nursing staff who learned with the ACLS situation-based flipped classroom approach to those who learned with the ACLS traditional flipped approach. The experimental results show that the nursing staff who learned with the proposed approach had better learning achievements, motivation, and satisfaction than those who learned with the ACLS traditional flipped approach. 相似文献
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薛伟明 《山东商业职业技术学院学报》2021,(1)
近年来,基于信息技术下的翻转课堂教学形式的应用日益广泛,已成为高职教育教学改革的热门话题。微课模式下的翻转课堂实践教学形式顺应了时代的要求,是教学与信息技术有效结合并产生合力的产物。翻转课堂的教学形式通过信息技术平台提供给学生多种形式的学习资源,适应学生不同的学习方式,创造校内、校外学习互动和交流的机会。从实践教学视角,探讨实践教学环节诸多问题。推动基于微课的实践教学模式改革,对应翻转课堂实践教学模式实现的关键点;对应职业知识的社会需求,建立真实的案例题库;对应专业技能素养的培养,实现多元的实践过程。这是深化高职院校实践教学的有效方法。 相似文献
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This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods. 相似文献