Inverting (Flipping) Classrooms - Advantages and Challenges
Inverting (Flipping) Classrooms - Advantages and Challenges
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翻转课堂——优势与挑战
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发表时间：
2013
期刊：
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通讯作者：
Kathleen B. Cook
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文献类型：
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作者：
Gregory S. Mason;T. Shuman;Kathleen E. Cook;Kathleen B. Cook
以学习者为中心的教学，包括主动、协作和基于问题的学习，其教育效益已得到广泛认可。然而，教育工作者往往不愿意实施以学习者为中心的活动，因为他们认为这样做会减少课堂内容的覆盖率。翻转课堂是一种可以腾出课堂时间进行以学习者为中心的活动的方法。在翻转课堂（IC）中，课程内容除了通过指定阅读、指定作业问题、互动练习和幻灯片演示等传统方法外，还通过视频讲座和网络教程等媒介传播到课堂外。学生有责任在课外学习基础课程材料。与在线课程不同，集成电路包括与教师在课堂或实验室环境中面对面的时间，在课堂外学到的材料进行讨论和应用。IC允许教育工作者以几种不同的格式呈现课程材料，从而吸引不同的学习风格和学生的偏好。IC的形式鼓励学生成为自我学习者，并帮助他们准备如何学习作为实践工程师。我们的经验表明，IC模式可以在不牺牲课程内容的情况下，为以学习者为中心的活动腾出课堂时间。本文介绍了在高级控制系统课程中集成电路的实现。这些课程有两门，每门20-25名学生，完全是反向授课的。本文描述了提供这些课程的最佳实践，包括对教师准备视频讲座和构建课程的建议，以提供一个安全的环境，让学生以这种独特的形式学习。本文提供了三年的评估数据，包括学生的考试成绩，以及通过调查和访谈收集的教师和学生对倒置课堂格式的观察和看法。评估的主要结果是：1)尽管最初学生对新形式有一些抵触，但学生在几周后就适应了这种形式——这种形式应该在整个学期中实施，以便获得这种方法的全部好处；2)学生意识到自主学习的重要性和为自己的学习负责的好处；3)与授课形式相比，这种形式为学生提供了更多的时间，让他们可以单独或合作解决更多的问题，并在不牺牲内容覆盖的情况下，为实现基于问题的学习提供了机会；4)学生在考试和家庭作业中的表现没有因为使用集成电路而降低；5)除了教师创建在线内容的初始时间投入外，教师和学生的工作量与传统课堂没有太大区别；6)视频讲座不需要制作质量，只需内容集中，简洁明了；7) IC应提供适当的课程结构，包括在线内容指南。
The educational benefits of learner-centered instruction, including active, collaborative, and problem-based learning, are widely recognized. However, educators are often reluctant to implement learner-centered activities because they perceive doing so will reduce class content coverage. An inverted classroom is a method that can free classroom time for learner-centered activities. In an inverted classroom (IC), course content is disseminated outside the classroom through mediums such as video lectures and web-based tutorials, in addition to traditional methods such as assigned reading, assigned homework problems, interactive exercises, and power-point presentations. Students are responsible for learning basic course material outside of class time. Unlike an online class, an IC includes face-to-face time with the instructor in classroom or laboratory setting where the material learned outside of class is discussed and applied. The IC allows an educator to present course material in several different formats, and so engages the different learning styles and preferences of students. The IC format encourages students to become self-learners and help prepare them for how they will need to learn as practicing engineers. Our experience shows that the IC format can free class time for learnercentered activities without sacrificing course content. This paper describes the implementation of an IC in a senior-level Control Systems course. Two offerings of these courses with 20-25 students each have been entirely taught as inverted. This paper describes best practices in offering these courses, including suggestions for instructors on preparing video lectures and structuring the course to provide a safe environment for students to learn in this unique format. Three years of assessment data are presented in this paper, including student exam performance, and instructor and student observations and perceptions of the inverted classroom format collected through surveys and interviews. Key results from assessments are: 1) although there was some initial resistance from the students to the new format, students adjusted to the format after a few weeks – the format should be implemented for an entire term in order to obtain full benefits of this approach; 2) students showed an increased awareness of the importance of self-learning and the benefit of taking responsibility for their own learning; 3) the format frees time for students to individually or collaboratively solve more problems than in a lecture setting and opens the opportunity to implement problem-based learning without sacrificing content coverage; 4) student performance on exams and homework was not diminished through the uses of an IC; 5) aside from the initial time investment by the instructor to create on-line content, the work load on the instructors and the students was not much different than in the traditional classroom; 6) the video-lectures don’t need to be production quality, rather content-focused and succinct; 7) an IC should be offered with an adequate course structure, including a guide to the on-line content.