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Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

机译：研究反向生物化学课堂的自学阶段–协同二元学习使之与众不同

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The inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase, which in turn requires optimized preparatory material as well as defined working instructions. The major aim of this study, therefore, was to investigate the effect of different preparatory materials and working instructions for the self-study phase of an e-learning-based inverted classroom on the knowledge gained by medical students in biochemistry. Furthermore, we analyzed whether collaborative dyadic learning during the self-study phase is more effective than individual learning with respect to knowledge gain. The study was performed in a biochemistry seminar for second semester medical students at Ulm University in Germany. This seminar was held using an e-learning-based inverted classroom. A total of 196 students were divided into three homogeneous study groups that differed in terms of the working material and instructions provided for the self-study phase. Knowledge gain was measured by formative tests at the beginning of the on-site phases. Questionnaires were also handed out asking about motivation, interest and learning time in the self-study phases. Students who were told to prepare in collaborating dyads during the self-study phase performed better in formative tests taken at the beginning of on-site phases than learners who were told to prepare individually. The study material that was provided was of minor importance for the differences in formative testing since almost all students prepared for the on-site phases. With the dyadic learning approach, both students benefited from this collaboration, characterized by a higher motivation and interest in the topic, as well as a longer time spent on task. Our study provides strong evidence that the study material, but more importantly the instructions provided for the self-study phase, affect students` knowledge gain in an e-learning-based inverted classroom. The instructed collaboratively working group was the most successful.
机译：倒置课堂教学法的特点是：主要针对学生的自学阶段，然后是现场的，面对面的教学阶段，用于加深先前获得的知识。显然，这种教学方法依赖于学生在现场阶段之前进行准备，而这又需要优化的准备材料和明确的工作指导书。因此，本研究的主要目的是研究基于电子学习的倒置教室的自学阶段，不同准备材料和工作指导对医学生在生物化学领域所学知识的影响。此外，我们分析了自学阶段的合作二元学习在知识获取方面是否比个人学习更有效。这项研究是在德国乌尔姆大学为第二学期医学生举办的生物化学研讨会上进行的。该研讨会是在基于电子学习的反向课堂上举行的。总共196名学生被分为三个同类的学习组，在学习材料和自学阶段的说明方面有所不同。在现场阶段开始时，通过形成性测试来衡量知识获取。还发放了问卷，询问自学阶段的动机，兴趣和学习时间。在自学阶段被告知要准备合作双胞胎的学生在现场阶段开始时所进行的形成性测试中表现得比被告知要单独准备的学习者更好。由于几乎所有学生都为现场阶段做准备，因此所提供的学习材料对于形成性测试的差异没有多大意义。使用二元学习方法，两个学生都受益于这种合作，其特点是对主题的动机和兴趣更高，并且花费在任务上的时间更长。我们的研究提供了有力的证据，证明学习材料（更重要的是，为自学阶段提供的指导）会影响基于在线学习的反向课堂中学生的知识获取。受指导的协作工作组是最成功的。

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