微型学习支持的翻转教室对预服务教师的学习成绩,动机和参与的影响
1Department of Educational Sciences, Faculty of Education, Bartin University, Bartin, 74100 Turkey.
Education and information technologies
|June 26, 2023
概括
微型学习增强的翻转教室显著提高了预服务教师的动力和参与度. 与传统方法相比,这种方法提高了学习绩效,解决了课前活动脱离.
科学领域:
- 教育技术的教育技术
- 教师教育教育的教师教育.
- 学习科学 学习科学
背景情况:
- 翻转课堂 (FC) 模型对教师教育有希望,但在课前参与方面存在困难.
- 预服务教师 (PT) 由于FC课前活动的在线教学设计不佳,往往会表现出不参与和不激励.
研究的目的:
- 调查微学习支持的翻转课堂 (m-FC) 对预服务教师 (PT) 学习表现,动机和参与的影响.
- 将m-FC的有效性与传统的FC (t-FC) 和非FC (以教师为中心) 的方法进行比较.
主要方法:
- 一项解释性的顺序混合方法研究,涉及128名服务前教师.
- 定量阶段:近乎实验性的测试前后测试设计,与三个组 (m-FC,t-FC,非FC) 进行14周的测试.
- 定性阶段:半结构面试,以探索PTs对m-FC的看法.
主要成果:
- 两种FC模型 (m-FC和t-FC) 与非FC组相比,改善了学习表现,内在动机和参与度.
- 与t-FC和非FC组相比,m-FC组表现出更高的内在动机和参与度.
- 采访显示,PT对m-FC的看法是积极的,特别是它增加了参与课前活动的意愿.
结论:
- 将微型学习整合到翻转教室中提供了一个可行的解决方案,以增强PT的课前参与度和动机.
- m-FC模型为改善教师教育成果提供了一个有前途的教学策略.
- 进一步的研究应该探索m-FC在不同教育环境中的可扩展性和长期影响.
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