{"title":"利用组织理论改进混合式/翻转式课堂的结构:了解设计选择的影响","authors":"Brett P Matherne, Wendy Swenson Roth","doi":"10.1177/14697874241242087","DOIUrl":null,"url":null,"abstract":"Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students’ last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using organizational theory components to improve the structure of blended/flipped classes: Understanding the impact of design choices\",\"authors\":\"Brett P Matherne, Wendy Swenson Roth\",\"doi\":\"10.1177/14697874241242087\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students’ last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.\",\"PeriodicalId\":47411,\"journal\":{\"name\":\"Active Learning in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-04-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Active Learning in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14697874241242087\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Active Learning in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14697874241242087","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using organizational theory components to improve the structure of blended/flipped classes: Understanding the impact of design choices
Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students’ last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.
期刊介绍:
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.