Geist Melissa J, Larimore David, Rawiszer Hannah, Sager Abdellatif W Al
Nurs Educ Perspect. 2015 Mar/Apr;36(2):114-115. doi: 10.5480/13-1292.
: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students' positive responses support the use of the flipped classroom method.
研究人员采用了定量的前测-后测非等效对照组准实验设计，以确定传统课堂教学方法和翻转课堂教学方法在内容知识获取方面是否存在显著差异。分析表明，在三次单元考试中，翻转课堂教学法存在显著差异。期末考试成绩的均值未显示出显著差异。测试中的知识增益以及学生的积极反馈支持了翻转课堂教学法的使用。
