适应性学习:在COVID的在线环境中对翻转的教室有帮助吗?
Renee M Clark1, Autar K Kaw2, Rafael Braga Gomes2
1Department of Industrial Engineering, Engineering Education Research Center University of Pittsburgh Pittsburgh Pennsylvania USA.
Computer applications in engineering education
|April 12, 2024
概括
翻转教室的自适应学习改善了学生的感知,并减少了在线工程课程中的压力. 虽然考试成绩略有提高,但对佩尔奖学金获得者来说,好处最为明显.
科学领域:
- 工程教育 工程教育教育
- 在线学习教学教学在线学习教学
- 教育技术的教育技术.
背景情况:
- 由于COVID-19的流行,需要远程学习,这促使人们探索创新的教学方法.
- 翻转教学和适应性学习已经成为当代教育的关键策略.
- 作者的先前研究已经建立了对翻转和自适应学习环境的专业知识.
研究的目的:
- 为了比较翻转指令的有效性,并没有适应性学习在一个本科数值方法课程.
- 分析学生表现 (考试,概念库存) 和感知 (课堂环境,动机,学习) 的差异.
- 调查适应性学习对学生报告的压力和负担在远程环境中的影响.
主要方法:
- 在线,远程本科数值方法课程中翻转指令的比较研究.
- 利用了大学和大学课堂环境清单 (CUCEI) 和一个定制的学生感知调查.
- 分析包括考试成绩,概念库存结果和学生体验的定性反.
主要成果:
- 翻转课堂的自适应学习对课堂环境,动机和感知学习的看法产生了积极的影响.
- 随着适应性学习,学生报告的负载,负担或压力因素的显著减少.
- 考试和概念库存分数在适应性课程中略高,对佩尔奖学金获得者有显著的好处.
结论:
- 与翻转指令相结合的自适应学习显示了提高在线工程教育的前景.
- 这种方法积极影响学生的体验,并可能减少远程学习环境中的学术压力.
- 建议在工程教育中倡导采用翻转教学模型中的适应性学习.
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