跨学科对翻转课堂方法的情绪反应

Hilary K Y Ng, P. Lam
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摘要

虽然翻转课堂方法对学习成果的好处已被广泛记录,但对学生如何积极评价翻转课堂方法的理解仍然有限。为了解决这个问题,本研究调查了学生对翻转学习经历的感受,以及这种影响是否因学科而异。我们从文学院到医学院等7个院系招募了468名大学生,让他们填写一份简短的调查,评估他们对翻转学习经历的信心、相似度和满意度。结果显示,学科对学生情感的影响显著。总的来说,那些强调知识应用的学科的学生比那些强调理论探索的学科的学生对翻转课堂的学习更有信心,更渴望,更满意。讨论了翻转课堂作为一种教学策略的未来意义。
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Emotional Responses toward the Flipped Classroom Approach across Academic Disciplines
While the benefits of the flipped classroom approach on learning outcomes have been widely documented, there remain limited understandings of how positively students evaluate the flipped classroom approach. To address this, this research examined how students feel toward their flipped learning experience and whether this effect varies by academic discipline. We recruited 468 university students from seven faculties, ranging from the Faculty of Arts to the Faculty of Medicine, to fill in a short survey to evaluate their feelings toward their flipped learning experiences in terms of confidence, likeness, and satisfaction. Results showed that academic disciplines significantly shaped students’ feelings. Overall, students whose disciplines emphasize the application of the knowledge were more confident in, desired to, and satisfied with learning in the flipped classroom, than those whose disciplines emphasize theoretical explorations. Future implications of the flipped classroom as an instructional strategy are discussed.
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