Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom |
| |
| Authors: | Jamie L Jensen Emily A Holt Jacob B Sowards T Heath Ogden Richard E West |
| |
| Institution: | 1.Department of Biology,Brigham Young University,Provo,USA;2.School of Biological Sciences,University of Northern Colorado,Greeley,USA;3.Department of Biology,Utah Valley University,Orem,USA;4.Department of Instructional Psychology and Technology,Brigham Young University,Provo,USA |
| |
| Abstract: | In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
