学生如何在翻转本科数学课程的课前准备?学习行为与成就目标影响的潜在特征分析

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2020-07-01 DOI:10.1016/j.iheduc.2020.100731
Zhiru Sun , Kui Xie
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引用次数: 24

摘要

课前准备对学生的课堂学习和翻转课堂的整体成功至关重要。本研究采用跟踪数据和自我报告数据两种方法,对翻转课堂上学生的课前学习行为特征进行了识别,并探讨了识别出的学习行为特征与时间成就轨迹和学生感知成就目标取向的关系。课前学习模式有三种不同的类型,包括以讲座为中心的低时间花费模式,讲座与测验平衡的平均时间花费模式,以及以测验为中心的高时间花费模式。结果表明,三种学习模式的学生表现轨迹存在显著差异。此外,成就目标显著影响学习概况的隶属度,说明学生的感知目标取向塑造了他们的课前学习行为。探讨了翻转数学课堂的理论和教学意义,并提出了具体的设计建议,以提高学生在翻转数学课堂中的课前准备。
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How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals

Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the lecture-focused and low time-spent profile, lecture-quiz-balanced and average time-spent profile, and quiz-focused and high time-spent profile. The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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