Flipped Statistics Class Results: Better Performance Than Lecture Over One Year Later
Flipped Statistics Class Results: Better Performance Than Lecture Over One Year Later
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翻转统计课结果：一年后比课堂表现更好
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Kieth A. Carlson
中科院分区：
文献类型：
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作者：
J. Winquist;Kieth A. Carlson
在本文中，我们比较了使用翻转课堂方法教授的入门统计学课程与使用传统讲座方法教授的相同课程。在课堂上，学生们听讲座、记笔记、完成作业。在翻转课程中，学生在课前阅读相对简单的章节并回答阅读测试问题，在课堂上完成练习本活动。练习册活动由问题（选择题、简答题、计算题）组成，旨在帮助学生理解更复杂的材料。课程结束一年多后（中位数= 20个月），学生们参加了统计学知识以及心理学其他九个内容领域的标准化测试。在测试的统计部分，翻转课程的学生表现优于讲课课程的学生（d =.43），但在测试的非统计部分表现不佳。
In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered reading quiz questions prior to class and completed workbook activities in class. The workbook activities consisted of questions (multiple choice, short answer, computation) designed to help students understand more complex material. Over one year after taking the course (median = 20 months), students took a standardized test of their knowledge of statistics as well as nine other content areas in psychology. Students in the flipped course outperformed the students in the lecture course on the statistics portion of the test (d =.43), but not on non-statistics portions of the test.