The refinement of flipped teaching implementation to include retrieval practice
The refinement of flipped teaching implementation to include retrieval practice
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DOI：
10.1152/advan.00143.2019
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发表时间：
2020-06-01
影响因子：
2.1
通讯作者：
Rever, Anna L.
中科院分区：
文献类型：
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作者：
Gopalan, Chaya;Fentem, Andrea;Rever, Anna L.
越来越多的证据表明，翻转教学（FT）可以提高学生的参与度。在一门400级的运动生理学课程中，对传统的以讲授为基础的教学法（TT）与FT和FT结合检索练习（FTR）进行了8个学期的比较。在FT格式中，讲课内容被分配给学生，让他们在上课前沿着在线测验。在生病的课堂上，复习了指定的内容和测验问题。并开展了以团队为基础的学习活动。学生们发现每周三次FT（FT 3）的实施是压倒性的，这导致了VI设计的重新配置，以最大限度地减少测验和TBL会议，每周一次。随后，FT与检索练习（FTR）相结合，其中涉及回忆信息。从而促进保持。FTR模式的学生每周都要参加一次不允许做笔记的课堂测验，这对他们的测验成绩有负向影响（P < 0.0001）。同样，在FTR的TBL会议期间不允许提供任何资源。当考试成绩与TT相比，学生的表现显着更大（P < 0.001）与FT和FTR方法，这表明这些方法是上级TT。与TT相比，FT和FTR方法对男女学生都有好处（P = 0.0008），但男生受益最大（P = 0.0001）。同样。当考试成绩分为上半部分和下半部分时，两组都受益于FT和FTR方法（P < 0.0001）。总之，与TT相比，FT和FTR方法对学生的益处更大，男生受到的影响最大。
There has been growing evidence that flipped teaching (FT) can increase student engagement. Traditional lecture-based teaching (TT) method was compared with FT and FT combined with retrieval practice (FTR) in a 400-level Exercise Physiology course over eight semesters. In the FT format, lecture content was assigned for students to prepare before class along with an online quiz. ailing class, the assigned content and quiz questions were reviewed. and a team-based learning (TBL) activity was conducted. Students found FT implementation three times a week (FT3) to be overwhelming, which led to reconfiguration of the VI' design to minimize the quiz and TBL sessions to one per week. Subsequently, FT was combined with retrieval exercises (FTR), which involved recalling information. thus promoting retention. The students in the FTR format were given weekly quizzes in class, where no notes were allowed, which affected their quiz grade negatively compared with FT (P < 0.0001). Again, no resources were permitted during FTR's TBL sessions. When exam scores were compared with TT, student performance was significantly greater (P < 0.001) with the FT and FTR methods, suggesting these methods are superior to TT. While both male and female students benefited from FT and FTR methods compared with TT (P = 0.0008), male students benefited the most ((P = 0.0001). Similarly. when the exam scores were organized into upper and lower halves, both groups benefited from FT and FTR (P < 0.0001) approaches. In conclusion, both FT and FTR methods benefit students more compared with TT, and male students are impacted the most.