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1.
ABSTRACT

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement.  相似文献   

2.
ABSTRACT

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.  相似文献   

3.
This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results.  相似文献   

4.
Evaluating major post-secondary education improvement projects involves multiple perspectives, including students’ perceptions of their experiences. In the final year of a seven-year department-wide science education initiative, we asked students in 48 courses to rate the extent to which each of 39 teaching or learning strategies helped them learn in the course. Results were related to the type of improvement model used to enhance courses, class size and course year level. Overall, students perceived unimproved courses as least helpful. Small courses that were improved with support from science education specialists were perceived overall as more helpful than similar courses improved by expert teaching-focused faculty without support, while the opposite was found for medium courses. Overall perceptions about large courses were similar to perceptions of medium courses. Perceived helpfulness of individual strategies was more nuanced and context dependent, and there was no consistent preference for either traditional or newer evidence-based instructional practices. Feedback and homework strategies were most helpful in smaller courses and independently improved courses. Results indicate that students are perceptive to benefits that arise when improvements are made either by expert educators or by research-focused faculty who received dedicated support from science education specialists.  相似文献   

5.
湖南省普通高校大学生课外体育活动现状的调查与分析   总被引：5，自引：0，他引：5  
通过阅卷调查，文献资料，数理统计等方法，对湖南省在校大学生参加课外体育活动的现状进行了抽样调查与分析，结果发现：大部分大学生一周参加2～3次的课外体育活动。他们参加课外体育活动的动机是多层次的。选择的活动项目以大小球类项目为主，抽少场地器材，学习压力大，帕累，缺乏技术指导是影响他们参加课外体育活动最主要的原因。  相似文献   

6.
Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed.  相似文献   

7.
This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation.  相似文献   

8.
大学语文是高职教学的一门必修课课程。我们应当高度重视,做到既注重语文的工具性,也注重语文的人文性。结合教学实践,以及高职生的学习实际,我们努力提升高职生大学语文的教学效果。具体做法是:一是通过视听、言说、读写等途经提高高职生大学语文的教学效果。二是通过教师与学生相配合;课内与课外相结合;教材与网络相链接等策略来提高高职生大学语文的教学效果。  相似文献   

9.
This report is to evaluate an online writing website. The name of the online resource is the Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/). This website at Purdue University offers writing resources and instructional materials for both teachers and students for in-class or out-of-class teaching and learning of writing. Its interactive, integrative, and pragmatic approach to the teaching and learning of writing on the Internet deserves our attention.  相似文献   

10.
In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.  相似文献   

11.
The flipped classroom is an instructional model which allows for more advanced learning activities during in-class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self-efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self-efficacy.  相似文献   

12.
ABSTRACT

The flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students’ online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship, and to explain how this relationship predicts students’ intentions to participate in an FC. Two questionnaires were used to gather data from 576 undergraduate or graduate students in Taiwan. The structural equation model showed that students’ in-class interactions and online SRL are predictors of their perceived quality of usefulness of online learning activities and positive experience of FC, and these, in turn, associate with their intentional behaviours of participating in FC. While students’ perceived value of interactions in physical classrooms directly related to their intentions to participate in FC, their online SRL predicts their intentions to participate in flipped learning only when mediated by the perceived quality of the usefulness of the online learning activities and positive experience of FC.  相似文献   

13.
This study was designed to ascertain the organisational practices of learning support teachers and their perceptions of the benefits, if any, of support by withdrawal for mathematics in Irish primary schools. The study reports on the views of a sample of 137 teachers who have postgraduate qualifications in learning support/special education from six designated centres for professional development in this area. As an organisational model for learning support in mathematics, small group/individual withdrawal was the most popular way in which additional support was organised, with 94% of the survey respondents in this study operating this system to some degree. Furthermore, key findings also highlighted that teachers perceived the following as advantages to out-of-class support: learning benefits; enhanced learning space; benefits for certain types of pupils; time benefits; positive contrast with mainstream class; assessment benefits; and greater use of concrete materials. In contrast, only 41% of teachers reported that they provide an in-class service for pupils and class teachers. Barriers to collaboration for in-class support are identified and teachers’ responses to these outlined. The study found large differences between teachers in the amount of support they provided to class teachers, the amount of non-contact time they had for planning and collaboration, and in the range of practices used to carve out time for collaboration. The implications of these findings are then discussed.  相似文献   

14.
ABSTRACT

Given the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment.  相似文献   

15.
从师范院校培养目标人手,运用问卷、访谈等方法,对已毕业的1999—2004级篮球专修班部分学生的实际工作能力进行调研分析,指出在体育专业篮球专修教学中应转变传统教育观念,突出体育师范特点,增加学生教学实践内容,促进教学能力全面成长,以篮球协会为平台,建全教学能力的培养机制,调整教学评价体系,以提高篮球专修生的教学能力．  相似文献   

16.
Abstract

This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance.  相似文献   

17.
William J. Heuett 《PRIMUS》2017,27(10):889-907
Students’ learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are taught by the same instructor in the same semester. General perceptions as well as students’ understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.  相似文献   

18.
As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning.  相似文献   

19.
We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college-level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy.  相似文献   

20.
High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations, psychological constructivism and information processing, promote learning as a constructive process that can be aided by strategies such as activating prior knowledge, chunking, elaborating, and invoking a schema. High school teachers can use these cognitive active learning strategies in classroom instruction or incorporate them into out-of-class assignments to increase students engagement in their learning.  相似文献   

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