自我报告和日志数据之间的一致性,以了解学生在翻转教室学习的经验
1Griffith Institute for Educational Research, Griffith University, Level 2, Macrossan Building (N16), Nathan Campus, Brisbane, QLD, 4111, Australia. feifei.han@griffith.edu.au.
Scientific reports
|October 2, 2025
概括
翻转课堂的学生从深度学习方法和以准备为导向的活动中受益. 专注于讲座前的参与和一致的评估,可以提高高等教育中的学术成绩.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 学习分析学习分析
背景情况:
- 翻转教室在高等教育中越来越多地被采用.
- 有限的研究存在于学习环境,方法,时间和翻转设置中的成就之间的相互作用.
- 了解这些关系对于优化翻转学习环境至关重要.
研究的目的:
- 研究学生对学习环境的看法,学术成绩,学习方法和翻转教室的时间之间的关系.
- 将自我报告的数据与日志数据进行比较,以测量学习方法和时间.
- 在翻转学习环境中识别影响学术成功的因素.
主要方法:
- 一项涉及271名澳大利亚本科生在翻转教室环境中的研究.
- 利用自我报告问卷和日志数据来捕捉学习方法和时间.
- 采用集群分析来识别不同的学生学习模式.
- 统计分析来检查学习方法和时间对学业成绩的预测能力.
主要成果:
- 从自我报告的数据中出现了两个不同的学生群体:深度和表面学习方法,深度学习者取得了更高的成绩.
- 记录数据显示了两个群体:以准备为导向的学习者和以评估为导向的学习者,以准备为导向的学习者表现更高.
- 学习环境的感知与学习方法和时间相关,但在数据类型中不一致.
- 自我报告和日志数据都表明,学习方法和时间显著预测了学业成绩,日志数据解释了更多的差异.
结论:
- 与自我报告相比,日志数据可能为学生的学习方法和时间提供更敏感和更准确的见解.
- 在翻转教室中促进高质量的学习需要强调讲座前的在线活动.
- 评估设计应与学习活动保持一致,以促进有效的学习策略.
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