Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course
Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course
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DOI：
10.1080/10899995.2019.1568854
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发表时间：
2019-04
影响因子：
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通讯作者：
Jason P. Jones;D. McConnell;Jennifer Wiggen;J. Bedward
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文献类型：
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作者：
Jason P. Jones;D. McConnell;Jennifer Wiggen;J. Bedward
将主动学习策略纳入STEM入门课程已被证明可以提高学生的学习成绩，然而，这些活动需要课堂时间来执行。如何在不牺牲大量内容覆盖的情况下实施这些有效策略的问题导致了“翻转”教学模式的发展。这种翻转模式要求学生在上课前负责学习一些基本概念，这样教师就可以利用新腾出的课堂时间来进行积极的学习活动。本研究调查了实施部分翻转课堂形式对学生考试成绩和信心的影响，这是一门为期四个学期的大型物理地质学课程。基础地质学内容以课前作业的形式呈现，使用短教学视频（地球科学视频），这些视频是根据有效多媒体设计的经验衍生方法创建的。这些视频促进了可以在课外交流的内容比例的增加，并允许增加关于更复杂的地质学概念的课堂活动。我们比较了各学期学生的表现和信心，发现；(a)学生能够像在课堂上一样有效地学习基本内容；(b)学生在总结性考试中对某些内容的表现有所提高；并且，(c)由于课程的改变，学生对某些话题的信心发生了显著变化。因此，我们认为，只要学生在参加课程会议之前通过课外作业和对他们所学主题的理解水平的反馈来支持学生，翻转模式就可以提供宝贵的机会来提高学生的学习。
Abstract Incorporating active learning strategies into introductory STEM courses has been shown to improve student outcomes, however, these activities take class time to execute. The question of how to implement these effective strategies without sacrificing a significant volume of content coverage has led to the development of a “flipped” model of instruction. This flipped model requires students to take responsibility for learning some basic concepts prior to attending class so the instructor can use newly freed class time to incorporate active learning activities. This study investigated the impact of implementing a partially flipped class format on student exam performance and confidence across four semesters of a large-enrollment physical geology course. Basic geology content was presented as pre-class homework assignments using short instructional videos (Geoscience Videos) that were created following empirically-derived methods of effective multimedia design. The videos facilitated an increase in the proportion of content that could be communicated outside of class and allowed for an augmentation of in-class activities on more complex geology concepts. We compared student performance and confidence across semesters and found; (a) students were able to learn the basic content as effectively as they had when it was presented in class; (b) students improved their performance on some content during summative exams; and, (c) student confidence significantly varied on some topics as a result of the course alterations. As a result, we posit that the flipped model can provide valuable opportunities to increase student learning as long as students are supported via out-of-class homework and feedback on their level of understanding regarding topics they are learning prior to attending course meetings.