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首页> 外文期刊>International journal of quality assurance in engineering and technology education >The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam
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The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam

机译:翻转课堂在大学生教学中的应用:以越南为例

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摘要

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.
机译:翻转课堂已被全世界许多教育工作者广泛使用,并被视为传统的基于课堂的教学方法的替代。对于传统教室,面对面学习并没有为学习者带来学习能力,时间,态度,行为和兴趣的个性化,也没有使他们接触实验活动。另一方面,翻转的教室使学生能够灵活地学习,并提供更多的时间观看视频,在互联网上发布的讲座,从而帮助学生通过在线学习系统学习课程。翻转的教室有助于营造环境,使学习者与讲师/辅导员之间进行更多互动,尤其是通过创建更具互动性的面对面对话。但是,使用翻转教室的教学需要足够的额外资源,例如;有效的在线学习系统,数据库,适当的学习内容和方法,计划,演示文稿(以PowerPoint,单词,scrom,视频,音频等各种形式)以及最重要的是,学习者和讲师必须使用各种工具的最低技术知识。本文提出了一个环境的构建,该环境支持学生在面对面互动和组织实验教学之前和之后进行在线活动,以及基于翻转教室模型的分组学习过程,以促进主动学习。课程结束时的定量结果表明,与那些培养更好的学习态度和行为的传统方法相比,翻转学习是一种高度首选和有用的教学方法。

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