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首页> 外文期刊>Business communication quarterly >Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course
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Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course

机译：学生对翻转教学课程的学习和参与的看法

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摘要

Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.
机译：当前的文献表明，与传统的讲座相比，学生在“翻转”的课堂上可以获得同等或更高的学习成果。但是，很少有对翻转课堂教学方法的可靠分析。这项研究在一项商务交流课程的六个部分中使用了为期一年的准实验研究，以追踪学生的成绩以及对学生参与和学习的看法。结果表明，在学习和参与变量方面，翻转班和传统班之间在学生如何看待这些不同条件方面没有显着差异。但是，翻转的条件对于口头和书面作业产生了更好的结果。

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