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首页> 外文期刊>The international journal of engineering education >A Comparison of Flipped and Traditional Classroom Learning: A Case Study in Mechanical Engineering
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A Comparison of Flipped and Traditional Classroom Learning: A Case Study in Mechanical Engineering

机译：翻转课堂学习与传统课堂学习的比较：以机械工程为例

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The flipped classroom has been introduced to promote collaborative learning and higher-order learning objectives. In contrast to the traditional classroom, the flipped classroom has students watch prerecorded lecture videos before coming to class and then "class becomes the place to work through problems, advance concepts, and engage in collaborative learning". In this paper, the active flipped learning was applied in engineering mechanics class to combine flipped classroom with active learning in order to establish an active flipped learning (AFL) model, aiming to promote active learning. Eighty sophomores engineering students, most of whom are African-American students, participated the active flipped learning. To compare the effect of AFL, the traditional teaching was applied in the first half semester and pre- and post-tests were used to evaluate their learning performance. After the mid-term exams, five flipped models were applied to five topics. All of the students attended these flipped models. Pre- and post-tests were conducted for the AFL. The survey results were analyzed to compare students' learning self-efficacy and satisfaction between the traditional and the active flipped classroom. Compared to the traditional classroom, students' learning motivation is obviously enhanced in the AFL classroom, with students' interest, curiosity and learning initiatives in curriculum promoted, intrinsic goal orientation further strengthened, in which students tend to have less extrinsic goal orientation and lower test anxiety than the students in the traditional classroom, but with improved control beliefs and self-efficacy for learning. In the traditional classroom, students use more rehearsal and elaboration strategies, while in the flipped classroom, students use more organization strategies and prefer to use critical thinking strategies to raise relative questions about teaching content and video materials. Students in the AFL model use more strategies of resource management, such as time and study environment, effort regulation, peer learning, and help seeking than in the traditional model. In comparison of different student groups, the AFL model effectively improves students' motivation in both long and short learning time groups, but the effects are not obvious on the low GPA students. From the perspective of gender, the AFL model helps to increase the male students' learning motivation, while female students use more learning strategies in task value, control belief and self efficacy in traditional model. Therefore, the instructors should pay more attention in improving the learning motivation and effectiveness of low GPA group and female students in the flipped classroom. In summary, the AFL model, by taking advantage of advanced technology, is a convenient and professional avenue for engineering students to strengthen their academic confidence and self-efficacy in Engineering Mechanics by actively participating in learning and fostering their deep understanding of engineering statics and dynamics.
机译：翻转教室已被引入，以促进协作学习和高阶学习目标。与传统教室相反，翻转教室让学生在上课前观看预先录制的演讲视频，然后“上课成为解决问题，提出构想和进行协作学习的地方”。本文将主动翻转学习应用于工程力学课堂中，将翻转课堂与主动学习相结合，建立主动翻转学习（AFL）模型，旨在促进主动学习。八十名大二工程专业的学生参加了主动翻转学习，其中大多数是非裔美国人学生。为了比较AFL的效果，在上半年的学期中采用了传统的教学方法，并使用了前测和后测来评估他们的学习成绩。期中考试结束后，将五个翻转的模型应用于五个主题。所有学生都参加了这些翻转的模特。 AFL进行了前测和后测。分析调查结果以比较学生在传统和主动翻转教室之间的学习自我效能和满意度。与传统课堂相比，AFL课堂上学生的学习动机明显增强，学生对课程的兴趣，好奇心和学习动机得到了提升，内在目标定向进一步增强，其中学生的外在目标定向较少，测试水平较低焦虑比传统教室的学生要焦虑，但具有更好的控制信念和学习自我效能。在传统教室中，学生使用更多的排练和精心设计策略，而在翻转教室中，学生使用更多的组织策略，并且更喜欢使用批判性思维策略来提出有关教学内容和视频资料的相关问题。与传统模式相比，AFL模型中的学生使用更多的资源管理策略，例如时间和学习环境，努力调节，同伴学习和帮助寻求。通过比较不同学生群体，AFL模型可以有效地提高学生在长短学习时间组中的学习动机，但对平均学分低的学生效果不明显。从性别的角度来看，AFL模型有助于增加男生的学习动机，而女学生则在传统模型中在任务价值，控制信念和自我效能方面使用更多的学习策略。因此，在翻转课堂上，教师应更加重视提高低GPA组和女学生的学习动机和有效性。综上所述，AFL模型利用先进的技术，为工程专业的学生提供了便捷和专业的途径，通过积极参与学习并培养他们对工程静力学和动力学的深刻理解来增强他们对工程力学的学术信心和自我效能。 。

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