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Evidence-based Best Practices for First-year Blended Learning Implementation

机译：基于证据的第一年混合学习实施的最佳实践

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The objective of this evidence-based study is to synthesize best practices for developing flipped classroom material in large-scale first year courses. These best practices are extracted from three years of flipped classroom implementation experience in both technical and design engineering courses mandatory for first year students. This research will present valuable lessons and analyze differences between the suitability of different course types for the flipped educational model. Best Practice #1: Implementation of the flipped teaching and learning approach should be associated with three phases. Starting with a pre-classroom phase, followed by an in-class active learning approach, and finally the third stage that allows students to practice a real-world application of the concepts that learned in the two previous stages. Best Practice #2: An online learning approach should add value to, rather than replace, in-class learning. The varied video types facilitate efficient and effective individual learning, but they do not include collaboration or interactivity. The online material should be used to enable in-class creative problem-solving and applied learning led by an instructor. From a different angle, this also means that flipped classrooms teaching approach should not be chosen as a cost-saving or time-saving option. Best Practice #3: Flipped classroom instructors should not rely solely on traditional performance assessment of students. One of the advantages of online teaching is the huge size of invaluable data that is collected as students access the provided online learning resources. For example, learning management systems such as Desire2Learn are often used as a platform to provide teaching and learning media. Most learning management systems provide substantial amounts of data regarding student interaction and related use behavior. Mining this data allows us to analyze students' study habits. Although not all available data may show significant statistical correlation with students' study behavior, a data mining approach with the support of additional data collection via questionnaire or surveys can lead to a valuable set of information for improving the curriculum or teaching methods. This paper will present implementation and feedback findings from multiple flipped offerings of an introductory programming course and a first-year engineering design and communication course. In addition to detailing the best practices above, this study will compare and analyze the impact of flipped material in technical versus design-based courses.
机译：基于证据的研究的目的是在大规模第一年课程中综合开发翻转课堂材料的最佳实践。这些最佳实践是从第一年学生强制性的技术和设计工程课程中的三年翻转课堂实施经验中提取。本研究将在翻转教育模型的不同课程类型的适用性之间提出有价值的教训和分析差异。最佳练习＃1：翻转教学和学习方法的实施应与三个阶段相关联。从预先课堂阶段开始，随后是一个课堂主动学习方法，最后是第三阶段，使学生能够练习在前两个阶段中学到的概念的真实应用。最佳练习＃2：在线学习方法应该增加价值，而不是替换课堂学习。各种视频类型有助于有效且有效的个人学习，但它们不包括协作或交互性。在线材料应用于启用由教师提供的课堂创意问题和应用学习。从不同的角度来看，这也意味着不合格的教室教学方法不应被选为节省成本节省或节省时间。最佳练习＃3：翻转课堂教练不应仅仅依靠传统的学生表现评估。在线教学的优势之一是由于学生访问提供的在线学习资源而收集的巨大巨大数据。例如，诸如Desend2Learn的学习管理系统通常被用作提供教学和学习媒体的平台。大多数学习管理系统提供了关于学生交互和相关使用行为的大量数据。挖掘此数据使我们能够分析学生的学习习惯。尽管并非所有可用数据都可能与学生的学习行为显示出显着的统计相关性，但通过调查问卷或调查支持额外数据收集的数据挖掘方法可能导致改善课程或教学方法的有价值的信息。本文将提出从介绍性编程课程的多次翻转产品和第一年工程设计和通信课程的实施和反馈调查结果。除了详细说明上述最佳实践外，本研究还将比较和分析翻转材料在技术与设计课程中的影响。

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