Flipping the Classroom to Improve Student Performance and Satisfaction
Flipping the Classroom to Improve Student Performance and Satisfaction
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DOI：
10.3928/01484834-20130919-03
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发表时间：
2013-10-01
影响因子：
2
通讯作者：
Gosselin, Kevin
中科院分区：
文献类型：
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作者：
Missildine, Kathy;Fountain, Rebecca;Gosselin, Kevin
本研究旨在确定翻转课堂的效果（即，研究结果显示：（1）课堂教学与家庭作业时间分配的逆转;（2）创新学习活动对护生学业成就及满意度的影响。一个准实验设计被用来比较三种学习方法：传统的讲座（LO），讲座和讲座捕获备份（LLC），翻转课堂的讲座捕获与创新的课堂活动（LCI）的方法。翻转课堂LCI组的考试分数（M = 81.89，SD = 5.02）高于LLC组（M = 80.70，SD = 4.25），p = 0.003，和LO组（M = 79.79，SD = 4.51），p < 0.001。学生对翻转课堂的满意度低于其他任何一种方法（p < 0.001）。将新的教学技术与互动的课堂活动相结合可以改善学习，但不一定能提高学生的满意度。
This study aimed to determine the effects of a flipped classroom (i.e., reversal of time allotment for lecture and homework) and innovative learning activities on academic success and the satisfaction of nursing students. A quasi-experimental design was used to compare three approaches to learning: traditional lecture only (LO), lecture and lecture capture back-up (LLC), and the flipped classroom approach of lecture capture with innovative classroom activities (LCI). Examination scores were higher for the flipped classroom LCI group (M = 81.89, SD = 5.02) than for both the LLC group (M = 80.70, SD = 4.25), p = 0.003, and the LO group (M = 79.79, SD = 4.51), p < 0.001. Students were less satisfied with the flipped classroom method than with either of the other methods (p < 0.001). Blending new teaching technologies with interactive classroom activities can result in improved learning but not necessarily improved student satisfaction.