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Analyzing the use of adaptive learning in a flipped classroom for preclass learning

机译:分析翻转课堂中的适应性学习对班级学习的使用

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摘要

Preclass learning, an obstacle in the success of a flipped classroom, is addressed via placing lessons on an online adaptive platform. The lessons combine the power of video lectures, textbook content, simulations, and assessments while using personalized paths for each student. This article describes the development of the adaptive lessons for a course in Numerical Methods, and the interpretation of the analytic data collected via the adaptive lesson platform and student focus groups over a two-semester period with 146 students. Analytical data includes student metrics, such as the lesson scores and the time spent and lesson metrics, such as the percentage of students who completed the lesson and the percentage of possible adaptive paths used by students. The focus groups were conducted for two different demographic groupsstudents who are white males (comprise the majority of students in public engineering schools in the USA) and other than white malesto compare their perspectives on adaptive learning. Students in the focus group of the other than white male pupils demonstrated more favorable and positive perspectives towards the adaptive learning compared with the white males, although both groups identified benefits with the adaptive platform. Final examination scores were found to be correlated with the raw score of the adaptive lessons.
机译:通过将课程放在在线自适应平台上,可以解决班级学习成功的障碍:课前学习。这些课程结合了视频讲座,教科书内容,模拟和评估的功能,同时为每个学生使用个性化路径。本文介绍了“数值方法”课程中自适应课程的发展情况,以及在两个学期中有146名学生通过自适应课程平台和学生焦点小组收集的分析数据的解释。分析数据包括学生指标,例如课程分数和所花费的时间,以及课程指标,例如完成课程的学生百分比和学生使用的可能适应路径的百分比。焦点小组针对的是两个不同的人口统计学群体的学生,即白人男性(包括美国公共工程学校的大多数学生),而非白人男性,他们比较了他们对适应性学习的看法。与白人男性相比,白人男性学生以外的焦点小组学生对适应性学习表现出更有利和积极的看法,尽管两组都发现了适应性平台的好处。发现期末考试成绩与适应性课程的原始成绩相关。

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