比较传统学习方式下的学生成绩与混合式学习和翻转课堂相结合方式下的学生成绩。
Comparing student achievement in traditional learning with a combination of blended and flipped learning.
作者信息
Halasa Suhaila, Abusalim Nimer, Rayyan Mohammad, Constantino Rose E, Nassar Omayah, Amre Huda, Sharab Moayad, Qadri Insirah
机构信息
Maternal and Child Health Nursing Department School of Nursing The University of Jordan Amman Jordan.
School of Foreign Languages The University of Jordan Amman Jordan.
出版信息
Nurs Open. 2020 Mar 31;7(4):1129-1138. doi: 10.1002/nop2.492. eCollection 2020 Jul.
Abstract
AIM
The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course.
DESIGN
A quasi-experimental study.
METHOD
Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded.
RESULTS
Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.
摘要
目的
本研究旨在探讨采用翻转课堂设计的混合式学习对护理学理学学士课程中学生学业成绩的有效性。
设计
一项准实验研究。
方法
学生被分为采用翻转课堂设计的实验性混合式学习组和使用传统的以教师为中心学习方法的对照组。在2018年春季（13.3周）收集数据，并记录学生注册课程的成绩及其平均绩点（GPA）。
结果
研究结果显示，实验组学生成绩在统计学上有显著提高。预测性计算还表明，如果未来继续采用翻转课堂设计的混合式学习，学习成果会取得更好的成绩。
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