Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
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DOI：
10.1080/07294360.2014.934336
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发表时间：
2015-01-02
影响因子：
3.2
通讯作者：
Dawson, Phillip
中科院分区：
文献类型：
--
作者：
Abeysekera, Lakmal;Dawson, Phillip
翻转课堂方法消除了传统的传输讲座，取而代之的是积极的课堂任务和课前/课后工作。尽管这些方法在媒体、谷歌搜索和随意的走廊聊天中很受欢迎，但在理解翻转课堂实际上是什么方面，几乎没有证据表明其有效性或一致性。虽然翻转术语是新的，但一些被称为“翻转”的方法实际上要古老得多。在本文中，我们为翻转课堂提供了一个包罗万象的定义，并试图用教学原理对其进行改造，我们通过六个可测试的命题来表达。这些主张为翻转方法的研究提供了潜在的议程，并形成了我们调查的结构。我们构建了一个理论论点，翻转的方法可能会提高学生的动机，并帮助管理认知负荷。最后，我们呼吁对翻转课堂教学方法的有效性进行更具体的研究。
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled 'flipped' are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.