Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course
Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course
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为什么没有区别？
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Nancy K. Lape
中科院分区：
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作者：
Darryl H. Yong;R. Levy;Nancy K. Lape
与传统的讲座式课程相比，翻转课堂有可能提高学生的学习和元认知技能，因为它增加了学生主动学习和小组合作的时间，以及学生对节奏的控制。我们目前正在进行一项为期4年的对照研究，以检验在哈维马德学院翻转微分方程入门课程的影响。特别是，我们将翻转教学与具有主动学习元素的互动讲座进行比较，而不是传统的讲座。这项研究的前两年显示，在学习、元认知或情感方面，控制组和翻转组之间没有差异。我们认为，情境因素，如哈维马德学院强大的团队工作文化，促成了这两个部分的相似表现。此外，为了保持严格的实验设计，我们在对照区和翻转区保持相同的内容；在非学习环境中放宽这一要求将使我们能够进一步利用翻转提供的教育机会，从而可能提高学生的学习水平。
Abstract Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory Differential Equations course at Harvey Mudd College. In particular, we compare flipped instruction with an interactive lecture with elements of active learning rather than a traditional lecture. The first two years of this study showed no differences in learning, metacognitive, or affective gains between the control and flipped sections. We believe that contextual factors, such as a strong group-work culture at Harvey Mudd College, contribute to the similar performance of both sections. Additionally, to maintain a rigorous experimental design, we maintained identical content across the control and flipped section; relaxing this requirement in a non-study setting would allow us to take further advantage of educational opportunities afforded by flipping, and may therefore improve student learning.