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首页> 外文期刊>Computers & education >The impact of a flipped classroom design on learning performance in higher education: Looking for the best 'blend' of lectures and guiding questions with feedback
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The impact of a flipped classroom design on learning performance in higher education: Looking for the best 'blend' of lectures and guiding questions with feedback

机译：翻转的教室设计对高等教育学习成绩的影响：寻找最佳的“融合”讲义并通过反馈指导问题

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摘要

The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs, intrinsic motivation, and perceived flexibility. Participants were second year undergraduate students (N = 90), enrolled in the "Invertebrates" course in Can Tho University (Vietnam). Participants were randomly assigned to one of the four experimental conditions (TL n = 22, BL n = 22, FC n = 23, EL n = 23). Two instructional elements - (1) lectures and (2) guiding questions were presented through two different modes (online and face-to-face). In the blended conditions (BL and FC) the mode of these elements were altered. The results show that learning performance was superior in the FC setting as compared to other learning settings TL (Cohens' d = 1.58), EL (Cohens' d = 1.01) and BL (Cohens' d = 0.71). Students in the BL setting had a higher learning performance as compared to the EL setting. In addition, we observed that studying in a FC setting had a positive effect on self-efficacy beliefs and intrinsic motivation, but not on perceived flexibility. These findings suggest that the FC setting could be a promising way of enhancing students' learning performance. (C) 2017 Elsevier Ltd. All rights reserved.
机译：本研究调查了与混合学习（BL），传统学习（TL）和在线学习（EL）设置相比，翻转课堂（FC）设置学习对学习成绩，自我学习的不同影响。功效信念，内在动机和感知的灵活性。参加者为二年制本科生（N = 90），他们参加了芹Can大学（越南）的“无脊椎动物”课程。参与者被随机分配到四个实验条件之一（TL n = 22，BL n = 22，FC n = 23，EL n = 23）。通过两种不同的模式（在线和面对面）介绍了两个教学元素-（1）讲座和（2）指导问题。在混合条件（BL和FC）下，这些元素的模式发生了变化。结果表明，与其他学习设置TL（Cohens'd = 1.58），EL（Cohens'd = 1.01）和BL（Cohens'd = 0.71）相比，在FC设置中的学习表现更好。与EL设置相比，BL设置的学生的学习成绩更高。此外，我们观察到，在FC中学习对自我效能感信念和内在动机有积极影响，但对感知的灵活性却没有积极作用。这些发现表明，FC设置可能是提高学生学习成绩的一种有前途的方式。 （C）2017 Elsevier Ltd.保留所有权利。

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