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首页> 外文会议>Conference on Education and Training in Optics and Photonics >Flipped-Classroom with Interactive Videos in First Year Undergraduate Physics Course in Hong Kong
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Flipped-Classroom with Interactive Videos in First Year Undergraduate Physics Course in Hong Kong

机译：在香港第一年本科物理课程中互动视频

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Flipped-classroom learning has been shown to improve students' learning experience and performance in tertiary education. However, few studies have been done in Asia where the learning culture is vastly different from the West. Here, we studied the effect of flipped-classroom learning with the use of interactive videos on the academic performance of a group of first year undergraduate physics students in Hong Kong. By employing a concept-based pre-test and post-test, normalized gains of 35% and 13% were obtained for the flipped and control class, respectively. A very strong correlation (r = 0.72, p < .001) was shown between the post-test score and the exam results of the flipped class, while the control class showed a moderate positive correlation (r = 0.37,p = .013). Our results showed that the conceptual knowledge of students taught in flipped-classroom improved significantly more than the students taught traditionally, and that their understanding in conceptual knowledge served as a stronger indicator of their exam performance. The interactive videos were well-received and were shown to be one of the most valued components by the students.
机译：抄袭课堂学习已被证明可以提高学生在高等教育中的学习经验和表现。然而，亚洲已经在亚洲进行了很少的研究，其中学习文化与西方大不相同。在这里，我们研究了翻转课堂学习与在香港第一年本科物理学生的学术绩效上使用互动视频的影响。通过采用基于概念的预测试和测试后，分别为翻转和控制类别获得35％和13％的标准化增益。在测试后得分和翻转类的考试结果之间显示了非常强烈的相关性（R = 0.72，P <.001），而对照类显示了中度正相关（r = 0.37，p = .013） 。我们的研究结果表明，翻转课堂上教授的学生的概念知识比传统上学的学生更加提高，并且他们在概念知识中的理解作为考试表现的更强大指标。互动视频得到了很好的收到，被证明是学生最受价受的组件之一。

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