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Using Constructivist Instructional Design for Flipped Classroom to Enhancing Cognitive Learning Performance

机译：在翻转课堂中使用建构主义教学设计提高认知学习成绩

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A flipped classroom pivots from a traditional learning style which learners contribute to outside-of-class exercises or self-learning to, instead, building knowledge or apprehending contents before coming to class. This study brings in the constructivist theory as a foundation of the instructional design as an online self-study management outside of class as well as hands-on activities in actual classrooms. The researchers developed constructivist learning management system (CLMS) and collected the data from the students to investigate how they built knowledge during the knowledge transfer, in particular. The study on students' cognitive ability found that on the correlation between students' learning retention and transfer of learning, there was a moderate positive correlation (r = 0.569). According the findings, students employed three processes to transfer their learning: (1) accessing the prior knowledge or schema from the existing cognitive structure; (2) constructing a link between new contexts and prior knowledge; and (3) utilizing that connection to resolve problems in the new contexts at hand.
机译：翻转的教室以传统的学习方式为中心，这种学习方式使学习者可以在课外进行练习或进行自学，而在上课之前积累知识或理解内容。这项研究将建构主义理论作为教学设计的基础，作为课堂以外的在线自学管理以及实际课堂中的动手活动。研究人员开发了建构主义学习管理系统（CLMS），并从学生那里收集了数据，以研究他们在知识转移过程中如何建立知识。对学生认知能力的研究发现，在学生学习记忆与学习转移之间的相关性上，存在中等正相关（r = 0.569）。根据调查结果，学生采用了三个过程来转移他们的学习：（1）从现有的认知结构中获取先验知识或图式； （2）在新环境和先验知识之间建立联系； （3）利用这种联系来解决当前新环境中的问题。

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