The Flipped Classroom: A Survey of the Research
The Flipped Classroom: A Survey of the Research
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DOI：
10.18260/1-2--22585
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发表时间：
2013-06
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影响因子：
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通讯作者：
Jacob Bishop;M. Verleger;Embry-Riddle Aeronautical;D. Beach
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文献类型：
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作者：
Jacob Bishop;M. Verleger;Embry-Riddle Aeronautical;D. Beach
技术和思想观念的最新进展为教育研究开辟了全新的方向。不断上涨的学费以及免费在线课程带来的日益增大的压力，引发了对实体课堂的讨论并推动了变革。翻转课堂处于这场讨论的核心。翻转课堂是一种新的教学方法，它将异步视频讲座和练习题作为家庭作业，而在课堂上进行积极的、基于小组的问题解决活动。它独特地结合了曾经被认为不相容的学习理论——基于建构主义思想的积极的、基于问题的学习活动以及源自基于行为主义原则的直接教学方法的教学讲座。本文对翻转课堂之前和正在进行的研究进行了全面综述。研究从几个维度进行了特征描述，其中包括课堂内和课堂外活动的类型、用于评估研究的措施以及每项研究的方法学特征。这项综述的结果表明，迄今为止进行的大多数研究都在探索学生的看法，并采用单组研究设计。关于学生对翻转课堂看法的报告有些参差不齐，但总体上是积极的。学生往往更喜欢面对面的讲座而不是视频讲座，但更喜欢互动性的课堂活动而不是讲座。轶事证据表明，与传统课堂相比，翻转课堂提高了学生的学习效果。然而，很少有工作客观地调查学生的学习成果。我们建议未来的研究使用对照实验或准实验设计来调查客观的学习成果。我们还建议研究人员仔细考虑用于指导课堂内活动设计的理论框架。
1. 翻转课堂的兴起
有两个相关的运动正在结合起来改变教育的面貌。第一个是技术运动。这场技术运动使得信息能够以极低的成本进行放大和复制。它始于15世纪的印刷机，并以不断加快的速度持续发展。19世纪30年代出现了电报，19世纪末20世纪初有了无线电，20世纪20年代有了电视，20世纪40年代有了计算机，20世纪60年代有了互联网，20世纪90年代有了万维网。随着这些技术的采用，通过它们的渠道传播的思想引发了第二个运动。技术运动旨在克服信息自由开放流动的实际物理障碍，而思想运动则旨在消除人为的障碍。自由软件运动就是一个典范（例如，参见斯托尔曼和莱西格[67]），尽管这场运动当然不限于软件。从百科全书中可以看到一个很好的例子。《大英百科全书》已经连续出版了近250年[20]（自1768年起）。尽管《大英百科全书》的内容自1981年以来就以数字形式存在，但直到2001年维基百科出现，全球用户才能够免费获取百科全书内容。《大英百科全书》的访问仍然局限于少数付费订阅者[21]，但维基百科是开放的，该网站每月的页面浏览量超过27亿次[81]。因此，尽管技术和数字内容已经可以实现免费获取百科全书内容，但思想障碍阻止了这一点的发生。直到这些思想障碍被克服，人类才能够创建出世界上最大、最新的百科全书[81]。
以类似的方式，我们开始看到这两个运动对高等教育的综合影响。在技术领域，研究取得了重大进展。研究表明，视频讲座（略）优于面对面讲座[9]，互动式在线视频效果更好（效应量 = 0.5）[83,51]。在线作业与纸笔作业一样有效[8,27]，精心开发的智能辅导系统已被证明与人类辅导教师一样有效[77]。尽管有这些进步，但采用速度缓慢，因为开发良好的教育系统可能成本高昂得令人望而却步。然而，相应的思想运动正在打破这些经济障碍。从思想观念上讲，麻省理工学院在2001年宣布其开放课程计划（OCW）时迈出了重要的一步[53]。这使得以前只有支付大学学费的学生才能获得的信息得以开放获取，麻省理工学院的学费每年超过4万美元[54]。延续这一趋势，麻省理工学院的校友萨尔曼·汗于2006年创立了汗学院，到2012年已经发布了一个包含3200多个视频和350多个练习题的图书馆。汗学院宣称的使命是“为任何地方的任何人提供免费的世界级教育2012”。在过去的一年里，这场运动迅速获得了动力。受汗的努力的启发，斯坦福大学的教授塞巴斯蒂安·特龙和安德鲁·吴在2011年秋季开放了他们的在线课程。特龙与彼得·诺维格一起教授人工智能，吸引了超过16万名学生参加他们的免费在线课程。随后，特龙离开了大学，创立了优达学城，目前该平台提供11门免费课程[76]。在斯坦福大学的支持下，吴也启动了自己的开放在线教育计划，即Coursera。普林斯顿大学、宾夕法尼亚大学和密歇根大学加入了Coursera合作项目，该项目已将课程扩展到42门[10]。麻省理工学院也升级了其开放教育计划，并与哈佛大学合作，投入6000万美元成立了edX[19]。edX将“免费提供哈佛和麻省理工学院的在线课程”。
在在线教育不断改进、扩展并免费开放的同时，实体学校的大学学费却在迅速上涨[56]。自2000年以来，加利福尼亚大学系统的学费几乎翻了三倍[32]。自然，这在加利福尼亚的大学生中不受欢迎[2]。同样，魁北克的学生正在积极抗议计划中的学费上涨[13]。为了抵制计划中的学费上涨，罗格斯大学的学生抗议者在2012年6月20日打断了一次董事会会议，以表达他们的声音[36]。火上浇油的是，吉伦等人最近的一项研究结果[31]表明，本科生的学费被用于补贴研究。因此，学生和教育机构都在问一个自然的问题：学生花钱到底得到了什么。这给实体学术机构带来了一定的压力，要求它们改善和提升学生面对面的教育体验。
Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities. 1 The Rise of the Flipped Classroom There are two related movements that are combining to change the face of education. The first of these is a technological movement. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. It started with the printing press in the 1400s, and has continued at an ever-increasing rate. The electronic telegraph came in the 1830s, wireless radio in the late 1800s and early 1900s, television in the 1920s, computers in the 1940s, the internet in the 1960s, and the world-wide web in the 1990s. As these technologies have been adopted, the ideas that have been spread through their channels have enabled a second movement. Whereas the technological movement sought to overcome real physical barriers to the free and open flow of information, this ideological movement seeks to remove the artificial, man-made barriers. This is epitomized in the free software movement (see, e.g., Stallman and Lessig [67]), although this movement is certainly not limited to software. A good example of this can be seen from the encyclopedia. Encyclopedia Britannica has been P ge 23200.2 continuously published for nearly 250 years [20] (since 1768). Although Encyclopedia Britannica content has existed digitally since 1981, it was not until the advent of Wikipedia in 2001 that open access to encyclopedic content became available to users worldwide. Access to Encyclopedia Britannica remains restricted to a limited number of paid subscribers [21], but access to Wikipedia is open, and the website receives over 2.7 billion US monthly page views [81]. Thus, although the technology and digital content was available to enable free access to encyclopedic content, ideological roadblocks prevented this from happening. It was not until these ideologies had been overcome that humanity was empowered to create what has become the world’s largest, most up-to-date encyclopedia [81]. In a similar way, we are beginning to see the combined effects of these two movements on higher education. In the technological arena, research has made significant advances. Studies show that video lectures (slightly) outperform in-person lectures [9], with interactive online videos doing even better (Effect size=0.5) [83,51]. Online homework is just as effective as paper-and-pencil homework [8,27], and carefully developed intelligent tutoring systems have been shown to be just as effective as human tutors [77]. Despite these advancements, adoption has been slow, as the development of good educational systems can be prohibitively expensive. However, the corresponding ideological movement is breaking down these financial barriers. Ideologically, MIT took a significant step forward when it announced its OpenCourseWare (OCW) initiative in 2001 [53]. This opened access to information that had previously only been available to students who paid university tuition, which is over $40,000/yr at MIT [54]. Continuing this trend, MIT alum Salman Khan founded the Khan Academy in 2006, which has released a library of over 3200 videos and 350 practice exercises 2012. The stated mission of the Khan Academy is to provide “a free world-class education to anyone anywhere2012.” In the past year, this movement has rapidly gained momentum. Inspired by Khan’s efforts, Stanford professors Sebastian Thrun and Andrew Ng opened access to their online courses in Fall 2011. Thrun taught artificial intelligence with Peter Norvig, attracting over 160,000 students to their free online course. Subsequently, Thrun left the university and founded Udacity, which is now hosting 11 free courses [76]. With support from Stanford, Ng also started his own open online educational initiative, Coursera. Princeton, the University of Pennsylvania, and the University of Michigan have joined the Coursera partnership, which has expanded its offerings to 42 courses [10]. MIT has also upgraded its open educational initiative, and joined with Harvard in a $60 million dollar venture, edX [19]. EdX will, “offer Harvard and MIT classes online for free.” While online education is improving, expanding, and becoming openly available for free, university tuition at brick-and-mortar schools is rapidly rising [56]. Tuition in the University of California system has nearly tripled since 2000 [32]. Naturally, this is not being received well by university students in California [2]. Likewise, students in Quebec are actively protesting planned tuition hikes [13]. In resistance to planned tuition hikes, student protestors at Rutgers interrupted (on June 20, 2012) a board meeting to make their voices heard [36]. Adding fuel to the fire, results from a recent study by Gillen et al. [31] indicate that undergraduate student tuition is used to subsidize research. As a result, the natural question being asked by both students and educational institutions is exactly what students are getting for their money. This is applying a certain pressure on physical academic institutions to improve and enhance the in-person educational experience of their P ge 23200.3