Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
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DOI：
10.1007/s11423-013-9305-6
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发表时间：
2013-08-01
影响因子：
5
通讯作者：
Ball, Nick
中科院分区：
文献类型：
--
作者：
Davies, Randall S.;Dean, Douglas L.;Ball, Nick
本研究的目的是探索如何利用技术来教授技术技能，并确定翻转课堂对参加电子表格入门级大学课程的学生在学生成绩和课堂满意度方面的好处。采用前测后测准实验混合方法设计，以确定可能与所使用的教学方法相关的学生成绩差异。此外，评估了每种方法的可扩展性以及学生对这些方法的看法，以确定每种干预措施可能对学生学习动机的影响。在本研究中，基于模拟的教学被发现是一个极具可扩展性的解决方案，但在学生学习方面不如常规课堂和翻转课堂方法有效。虽然学生确实表现出了学习上的收获，但模拟教学和评估的过程焦点让学生感到沮丧，降低了他们的学习动机。学生对这个话题的态度，他们向他人推荐这门课程的意愿，以及他们选修另一门类似课程的可能性都明显低于翻转课堂或常规课堂的学生。本研究的结果支持以下结论：技术增强的翻转课堂既有效又可扩展；它比基于模拟的训练更容易促进学习，学生发现这种方法更有动力，因为它允许更大的教学差异。
The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students' perceptions of these approaches to determine the affect each intervention might have on a student's motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation's instruction and assessments frustrated students and decreased their motivation to learn. Students' attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.