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Flipping Out! A Case Study on How to Flip the Principles of Economics Classroom

机译：乐死了;失控;疯掉！如何翻转经济学课堂原理的案例研究

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摘要

The benefits of active learning are well established. Nevertheless, many instructors are unable to implement active learning in the classroom due to pressures to cover many core topics in a principles course. This paper discusses a pedagogical tool that addresses this problem: the flipped classroom. In a flipped classroom, students are asked to study classroom material prior to class, allowing more class time to be used for active learning activities such as group discussion, problem solving, and experiments. This paper reports on our experience "flipping" a large enrollment (900+ students) microeconomic principles classroom using a methodology that was enhanced over the course of several years. Students were assigned to watch multimedia pre-lectures which included embedded questions prior to attending each lecture which then focused on active learning activities. Using empirical data collected from our semester-long case study, we provide an argument for best practices aimed at improving the effectiveness of a flipped classroom model to increase student learning outcomes.
机译：主动学习的好处已得到充分确立。然而，由于在原理课程中涵盖许多核心主题的压力，许多教师无法在课堂上进行主动学习。本文讨论了解决该问题的教学工具：翻转教室。在翻转的教室中，要求学生在上课之前学习教室资料，以便将更多的课堂时间用于主动学习活动，例如小组讨论，问题解决和实验。本文报告了我们的经验，该经验使用了经过几年改进的方法来“翻转”大型注册（900多名学生）的微观经济学原理课堂。在参加每个讲座之前，学生被安排观看多媒体预讲课，其中包括嵌入式问题，然后着重于积极的学习活动。使用从我们为期一个学期的案例研究中收集到的经验数据，我们为最佳实践提供了一个论据，旨在提高翻转课堂模型的有效性，以增加学生的学习成果。

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