课前模式再次"翻转":制作视频,而不是只是看它们
Jie Liu1,2, Shiyuan Cao1, Xiangfeng Liu2,3
1School of Public Administration, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, 310018, China.
Heliyon
|March 28, 2024
概括
学生积极为翻转教室创建视频,提高了学生的满意度. 这种预积极学习策略增强了参与度和感知价值,改善了教育模式.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
背景情况:
- 传统的翻转课堂模式通常依赖于在课前学习期间被动视频消费.
- 这种被动的方法增加了学生的工作量,并阻碍了翻转教室的广泛采用.
- 需要更具吸引力和有效的课前学习策略在翻转教室.
研究的目的:
- 设计和评估一个预先活动的学习策略,涉及学生在翻转课堂中的视频制作.
- 探索这一战略对学生满意度的影响,并确定调解因素.
- 为优化翻转课堂课前活动提供建议.
主要方法:
- 实施一个翻转的课堂模式,结合学生主导的视频制作和预主动学习策略.
- 通过问卷调查和采访收集数据,以衡量学生的反应和满意度.
- 经验分析以了解影响学生满意度的途径.
主要成果:
- 在视频制作中感知到更高的易用性和实用性与学生满意度有积极的相关性.
- 感知到的乐趣和感知到的价值被确定为学生满意度的重要调解因素.
- 活动前学习策略对学生的参与度和满意度产生了积极影响.
结论:
- 学生参与视频制作是翻转课堂的有效预积极学习策略.
- 提高视频制作的易用性,实用性,乐趣和价值感可以提高学生的满意度.
- 这种方法为被动视频观看提供了有价值的替代方案,促进了积极的学习和潜在的翻转教室的更广泛采用.
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