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Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course

机译:可持续教育课程的倒置(翻转)课堂模型经济学的设计,实现和评估

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How effective is the Inverted Classroom Model (ICM), a teaching tool most often used with undergraduates, when applied to postgraduate learners in economics and sustainability? ICM, also known as the "flipped classroom", replaces the classroom lecture with active student involvement in experiential teaming activities in class, whilst the core course content is provided using digital tools and video lectures, possibly in addition to readings, before the students arrive at class. In 2016, the Vienna University of Economics and Business brought ICM to its postgraduate economics students for the first time. The authors of this paper used ICM to teach behavioural economics, a core course in the Masters in Socio-Ecological Economics and Policy with 49 students, as a pilot for using ICM in a sustainability education context. Case study methodology was applied to document the ICM pilot and discusses the effectiveness of the ICM approach. Did the student's view the ICM format positively? Did the ICM format meet the instructors' goals for sustainable education? Which In-class Activities did the students benefit from or criticise? This case study used an anonymous post-course perception survey to determine if the pilot was successful from the students' point of view, grades, and the authors' observations. The main findings are that ICM "worked" for sustainable education. Students acquired new knowledge, valued elements of the course that were intended for reflection, and expanded their competencies. The majority of students were satisfied with the ICM format and believed that it improved their individual performance. However, students advised against expanding this format. The authors interpret this paradoxical result as reflecting the students' perception that the inverted classroom and active learning methods implemented in this course imposed a too high workload; whereas the students perceive that they receive sufficient benefits from a traditional lecture format. While it is a case study, the findings and outcomes apply to postgraduate education in economics, particularly in sustainable education programs. Therefore, this research contributes to the field of research on ICM at the post-graduate level and augments the limited research on ICM in sustainable education. Additionally, this paper expands the research on ICM in the German-speaking world. (C) 2018 Elsevier Ltd. All rights reserved.
机译:倒置课堂模型(ICM)是一种最常用于本科生的教学工具,在应用于经济学和可持续发展的研究生时,其效果如何? ICM,也称为“翻转教室”,通过让学生积极参与课堂上的体验式团队合作活动来代替教室讲座,同时在学生到达之前,使用数字工具和视频讲座(可能是阅读材料)提供核心课程内容在课堂上。 2016年,维也纳经济贸易大学首次将ICM引入其研究生经济学专业的学生。本文的作者使用ICM教授行为经济学,这是49位学生在社会生态经济学和政策学硕士课程中的核心课程,作为在可持续性教育背景下使用ICM的试点。案例研究方法被用于记录ICM试点并讨论了ICM方法的有效性。学生是否对ICM格式持肯定态度? ICM格式是否符合讲师的可持续教育目标?学生从中受益或批评了哪些课堂活动?该案例研究使用匿名的赛后感知调查,从学生的观点,成绩和作者的观察中确定飞行员是否成功。主要发现是,ICM“致力于”可持续教育。学生获得了新知识,该课程旨在反思的有价值的要素,并扩展了他们的能力。大多数学生对ICM格式感到满意,并认为它改善了他们的个人表现。但是,学生建议不要扩展这种格式。作者将这一矛盾的结果解释为反映了学生的看法,即该课程实施的课堂倒置和主动学习方法带来的工作量过大。而学生则认为他们从传统的授课形式中受益匪浅。虽然这是一个案例研究,但研究结果和成果适用于经济学的研究生教育,特别是在可持续教育计划中。因此,这项研究为研究生水平的ICM研究领域做出了贡献,并扩大了在可持续教育中对ICM的有限研究。此外,本文扩展了德语国家对ICM的研究。 (C)2018 Elsevier Ltd.保留所有权利。

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