Perception of Flipped Classroom Model among Year One and Year Three Health Science Students
Perception of Flipped Classroom Model among Year One and Year Three Health Science Students
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健康科学一年级和三年级学生对翻转课堂模式的看法
DOI：
10.7763/ijiet.2016.v6.687
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发表时间：
2016
影响因子：
--
通讯作者：
A. Nalini
中科院分区：
文献类型：
--
作者：
D. Sinouvassane;A. Nalini
目的：本研究旨在比较健康科学系一年级与三年级学生对翻转课堂教学模式的认知。设计：共有51名学生（n=24从一年级和n=27从三年级）从学位物理治疗课程。一年级和三年级的学生分别报名参加病理学和心肺课程。翻转课堂模式首次由同一位教师在同一个教学学期向学生介绍。学生们被要求阅读各自课程的在线材料，其中包括对该主题的简要介绍、视频播客和与该主题有关的常见问题。学生们被指示回答张贴的问题，在预定的面对面的类。导师在交流会上讨论。参与者的反馈和他们对这种方法的看法是通过使用问卷调查。结果：大一和大四学生对翻转课堂的认知存在差异。结论：本研究发现，与三年级学生相比，一年级学生对翻转课堂模式持开放态度。诺瓦东南大学的健康与护理，推断今天的健康科学教师面临挑战，因为他们需要奠定学生可以应用于临床推理的基本有意义的知识，而不是盲目遵循通常的协议解决方案[8]。在习惯了一种学习方式之后，学生需要时间来认识和灌输新的学习方式。当一个人习惯了在舒适区多年的实践时，改变是不容易接受的。学生和教师需要时间来接受和适应翻转课堂模式。翻转课堂将面临来自学生和学术评论家的反对。本研究旨在比较一年级和三年级健康科学学生对翻转课堂模式的感知。从本研究中，我们预计一年级的学生谁是新的大学教育和他们的看法对翻转课堂模式将是一个积极的方法，而三年级的学生被用来传统的课堂教学预计抵制新的学习方法。
Aim: The purpose of this study was to compare the perception of the flipping classroom model between the first year and third year health science degree students. Design: A total number of 51 students (n=24 from year one and n=27 from year three) from degree physiotherapy programme. Year one and year three students were enrolled for pathology and cardio respiratory courses respectively. The flipped classroom model was introduced for the first time to students during the same teaching semester by the same instructor. Students were requested to read posted online materials of their respective courses which included a brief introduction of the topic, video podcasts and frequently asked questions related to the topic. Students were instructed to respond the questions posted, prior to the scheduled face-toface class. The instructor discussed during the contact session. The participants feedback and their perception about this method were obtained by using a questionnaire. Result: Perception about the flipped class was different among the first and final year students. Conclusion: This study found that the year one students are open to accept the flipped classroom model when compared to the third year students. Health and Nursing at the Nova Southeastern University, infers that today‟s health science instructors are challenged because they need to lay the basic meaningful knowledge which the students can apply in clinical reasoning rather than blindly following the usual protocol solutions [8]. After being used to a way of learning, it takes time for students to acknowledge and inculcate the new way of learning. Change is not easily acceptable when one is used to years of practice in a comfortable zone. Students as well as instructors take time to accept and accommodate to flipped classroom model. Flipped classroom would have faced its share of oppositions from students as well as academic critics. This study aims to compare the perception of the flipping classroom model between year one and year three health science students. From this study we expect year one students who are new to the university education and their perception towards the flipped classroom model would be a positive approach, whereas year three students being used to the traditional classroom teaching were anticipated to resist the new learning approach.
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DOI：
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发表时间：
2005
期刊：
English Education (Taishuukan)
影响因子：
--
作者：
Matsuno;Kazuhiko
通讯作者：
Kazuhiko