Effectiveness of flipped classroom model in distance learning
Effectiveness of flipped classroom model in distance learning
复制标题
翻转课堂模式在远程学习中的有效性
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
R. Chowdhury
中科院分区：
文献类型：
--
作者：
K. Nahar;R. Chowdhury
翻转课堂是一种教学模式，是传统课堂结构的另一种选择，在传统课堂结构中，通过提供在线材料进行教学，然后进行涉及同行学习或小组合作的课堂活动，传统课堂被颠倒或颠倒。在翻转学习中，学生可以通过参与事先在课堂外提供的材料来更深入地学习，然后积极参与不同的选择活动，如讨论、辩论、
点击式提问、问答、演示、模拟、同伴辅导和反馈以及角色扮演。这种反思性和主动性的学习方法可以通过协作的小组工作和增加学生与讲师之间的互动来加强和支持本科生的学习。
尽管翻转课堂在其他学科中得到了普及，但缺乏证据表明这种模式在工程教育远程教学中的有效性。此外，以前的评估方法大多局限于从案例研究中提取的定量数据，定性研究很少。因此，本研究旨在批判性地回顾翻转课堂模式在远程教育中的有效性。
Flipped classroom, a pedagogical model and an alternative to the traditional classroom structure, where the traditional classroom is flipped or inverted by delivering instruction with online materials followed by in-class activities that involve peer learning or small-group work. In flipped learning students can learn more deeply by engaging themselves with the materials provided in advance outside the classroom and then actively participate with different chosen activities such as discussions, debates,
clicker questions, Question and Answer, demonstrations, simulations, peer tutoring and feedback, and role playing. This reflective and active learning approach can enhance and support undergraduate learning through collaborative group work and increased interaction between students and lecturers.
Despite the uptake of the flipped classrooms in other disciplines there is a lack of evidence available about the effectiveness of this model in distance learning on engineering education. Additionally, most of the previous evaluation methods were limited to quantitative data drawn from case studies and there is a scarcity in qualitative research. Therefore, this study aim to review critically the effectiveness of flipped classroom model in distance learning.