A quantitative evaluation of the flipped classroom in a large lecture principles of economics course
A quantitative evaluation of the flipped classroom in a large lecture principles of economics course
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DOI：
10.1080/00220485.2016.1213679
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发表时间：
2016-01-01
影响因子：
0.9
通讯作者：
Tran, Uyen
中科院分区：
文献类型：
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作者：
Balaban, Rita A.;Gilleskie, Donna B.;Tran, Uyen
本研究提供的证据表明，翻转课堂教学格式提高学生的期末考试成绩，相对于传统的教学格式，在一个大型讲座经济学原理课程。作者发现，翻转课堂直接提高了0.2到0.7的标准差，这取决于学习目标的类型（即，知识、理解、应用或分析）。他们还表明，翻转课堂提高了学期中的努力，通过课堂投票参与来衡量，并通过可观察到的学生特征和表现水平找到了翻转课堂的异质但积极影响的证据。
This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on the type of learning objective (i.e., knowledge, comprehension, application, or analysis). They also show that the flipped classroom improves effort during the semester, measured by in-class polling participation, and find some evidence of a heterogeneous, yet positive, effect of the flipped classroom by observable student characteristics and by level of performance.