Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course
Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course
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DOI：
10.1152/advan.00051.2018
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发表时间：
2019-03-01
影响因子：
2.1
通讯作者：
Gopalan, Chaya
中科院分区：
文献类型：
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作者：
Gopalan, Chaya
翻转教学因其在课前和课内活动中成功地吸引学生的注意力而引起教育工作者的关注。为了了解FT是否改善了学生的表现，将一个完全翻转课堂的测验和考试成绩与检索练习进行了比较，并将其与五个学期的传统基于讲座的[unflipped（UF）]教学进行了比较。学生的态度调查也进行了评估。学生在测验和考试的表现是显着高于一般FT类相比，用友教学。然而，有趣的是，当两种风格之间的个人考试成绩进行比较时，FR的学生在考试2和3中的成绩显着较高，但在考试1中的成绩较低。从考试1到考试2和3的表现变化可能是因为需要时间来适应新的教学风格。学生在学期末的课程评估中报告了对FT的总体积极看法。总之，与传统的以课堂为基础的教学实践相比，FT提高了学生的表现，但在学期开始时需要一些时间来调整。
Flipped teaching (FT) has caught educators' attention due to its success in engaging students through pre- and in-class activities. To learn if FT improved student performance, scores from the quizzes and exams of a fully flipped classroom with retrieval exercises were compared with those of five semesters of traditional lecture-based [unflipped (UF)] teaching in an undergraduate sophomore-level physiology course. Student attitude surveys were also evaluated. Student performance on both the quizzes and exams was significantly higher in the FT class in general compared with that of the UF teaching. Interestingly, however, when the individual exam scores were compared between the two styles, the scores for students in the Fr were significantly higher for exams 2 and 3, yet lower for exam 1. The shift in performance from exam 1 to exams 2 and 3 is likely explained by the need for time to adjust to the new teaching style. Students reported an overall positive perception of FT in their course evaluations at the end of the semester. In conclusion FT improved student performance compared with that of lecture-based traditional teaching practice, but required some time to adjust in the beginning of the semester.