Unflipping the Flipped Classroom: Balancing for Maximum Effect in Minimum Lead-Time in Online Education
Unflipping the Flipped Classroom: Balancing for Maximum Effect in Minimum Lead-Time in Online Education
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DOI：
10.1021/acs.jchemed.0c00795
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发表时间：
2020-09-08
影响因子：
3
通讯作者：
Brandon, Drew T.
中科院分区：
文献类型：
--
作者：
Brandon, Drew T.
在新冠肺炎大流行之初，一节面向中学教育专业的化学翻转课在从面授向纯在线教学转变的过程中没有被翻转。由于时间较短，这一进程平衡了在线教育的最佳做法与实用性。概述了转变过程中的成功和失败，并提出了适应失败的建议，并总结了班级的社会和情感经历的记录。核对表和转换指南的成功实施增加了学生对课程方向的信心，并在不稳定的时期给人一种稳定感。翻转课堂的在线部分作为仅限在线的选项，其充分性得到了检验。讨论了学生情绪和心理健康的方法，以及远程学习引起的行为问题。转换过程中的困难主要源于不能使用动手活动和学生参与度的下降。虽然外部因素很可能是参与度下降的主要原因，但本文提出了一项活动和策略，以增加学生的接受度和动机。最后，本文讨论了活动的选择和实施，以增加学生在家工作活动的效益和透明度。
A flipped chemistry class for middle school education majors was "unflipped" during the conversion from in-person to online-only instruction during the beginning of the COVID-19 pandemic. The process balanced the best practices of online education with practicality due to the short time frame. Successes and failures in the conversion process are outlined, with adaptations suggested for failures, and a record of the class's social and emotional experience is summarized. Successful implementation of checklists and conversion guides increased student confidence the class's direction and gave a sense of stability in an unstable time. The online component of the flipped classroom is examined for its adequacy as an online-only option. Approaches to student emotional and mental health are addressed, as well as behavioral issues resulting from learning remotely. Difficulties in the conversion primarily stemmed from the inability to use hands-on activities and a decrease in student engagement. Though external factors most likely accounted for the majority of the decrease in engagement, an activity and strategies are proposed to increase student buy-in and motivation. Finally, this paper includes a discussion of activity choice and implementation for increasing the benefits and transparency of activities for students working from home.