Adaptive learning: Helpful to the flipped classroom in the online environment of COVID?
Adaptive learning: Helpful to the flipped classroom in the online environment of COVID?
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DOI：
10.1002/cae.22470
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发表时间：
2021-11-03
影响因子：
2.9
通讯作者：
Braga Gomes, Rafael
中科院分区：
文献类型：
--
作者：
Clark, Renee M.;Kaw, Autar K.;Braga Gomes, Rafael
在新冠疫情期间的在线远程环境下，一门本科数值方法课程采用了翻转教学法，在课前准备中有时使用自适应学习课程，有时不使用。进行这种比较是为了探究使用和不使用自适应软件在考试和概念掌握情况以及学生对课堂环境、学习和动机以及优缺点的看法方面可能存在的差异。学生的看法是通过大学课堂环境量表（CUCEI）以及一项旨在获取针对翻转教学的特定反馈的调查收集的。这项分析得以进行，得益于美国国家科学基金会（NSF）目前的一项资助，用于研究三所大学翻转课堂中的自适应学习，以及作者之前对翻转课堂和自适应学习的大量研究。在采用自适应学习的在线翻转课堂中收集到的结果表明，在以下方面有积极变化：对课堂环境的看法、对翻转教学的偏好、所感受到的责任、自主学习的动机以及所感知到的学习效果。此外，根据一个开放式问题，与不使用自适应学习相比，在使用自适应学习的在线翻转课堂中，感受到负担或压力的学生比例显著下降。采用自适应课程时，选择题考试和概念掌握情况的结果略高（尽管差异不显著），其中佩尔助学金获得者的结果最有希望。新兴的医学教育文献表明，自适应学习和翻转教学将是后疫情时代教育的关键。本文开始倡导在工程教育中采用自适应学习与翻转教学相结合的方式。
Flipped instruction in an undergraduate numerical methods course in the online, remote environment during the COVID-19 pandemic was conducted with and without the use of adaptive-learning lessons for pre-class preparation. This comparison was made to explore potential differences with and without adaptive software relative to exam and concept inventory performance and student perceptions of the classroom environment, learning and motivation, and benefits and drawbacks. Student perceptions were gathered via the College and University Classroom Environment Inventory (CUCEI) and a survey designed to capture feedback specific to flipped instruction. The analysis was made possible by a current NSF grant to study adaptive learning in the flipped classroom at three universities and extensive prior research with the flipped classroom and adaptive learning by the authors. Results gathered in the online flipped classroom with adaptive learning suggested positive changes in the following: classroom environmental perceptions, preference for flipped instruction, perceived responsibility imposed, motivation for independent learning, and perceived learning. Furthermore, based on an open-ended question, there was a significant decrease in the proportion of students who experienced load, burden, or stressors in the online flipped classroom when adaptive learning was available versus not. Multiple-choice exam and concept-inventory results were slightly higher with adaptive lessons (although not significantly so), with the most promising results occurring for Pell grant recipients. The emerging medical education literature has suggested that adaptive learning and flipped instruction will be key to post-pandemic education. The present article begins advocacy for adaptive learning with flipped instruction in engineering education.