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首页> 外文期刊>Journal of Information Technology Education: Research >A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation to Second Year Information Systems University Students
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A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation to Second Year Information Systems University Students

机译：翻转课堂教学法对大二学生信息系统的分析，设计与实现

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This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students’ perceived benefits and limitations of the approach. The students’ performance was compared with that of the previous year where a traditional teaching method was followed. Overall, the flipped classroom approach had a positive impact on students’ attitude to learning, level of understanding, ability to apply concepts, engagement and performance. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.?
机译：本文介绍了在第二年的信息系统课程中采用的翻转课堂方法。描述了通过这种方法采用的各种技术。这些技术以连贯实践理论为基础，该理论是一种教学法，为设计高度结构化的干预措施提供了框架，以指导学生的学习经验。该论文还描述了学生对这种方法的感知收益和局限性。将学生的表现与上一年采用传统教学方法的表现进行了比较。总体而言，翻转课堂方法对学生的学习态度，理解水平，运用概念的能力，参与度和表现产生积极影响。局限性主要是因为他们不愿意负责自己的学习（对于其中一些人）以及无法参加小组讨论。根据文献中的规定，提出了一系列建议来解决这些差距。

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