Zhao Li, He Wei, Su Yu-Sheng
School of Education Science, Nanjing Normal University, Nanjing, China.
Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung, Taiwan.
Front Psychol. 2021 Feb 18;12:577002. doi: 10.3389/fpsyg.2021.577002. eCollection 2021.
In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students' learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.
为了让高等教育为学生提供最新知识和相关技能，以支持他们持续学习，高等教育需要跟上创新教学法和认知科学的步伐，以确保为所有人提供包容且公平的优质教育。充分实施翻转课堂学习，可为本科生提供适合知识型社会的教育，这需要从传统教育模式转向与由信息通信技术（ICT）支持的趣味性学习环境（PLE）相结合的创新教学法。本文基于设计型研究，为本科实践制作课程中的两组参与者设计并实施了翻转课堂中的任务驱动教学方法（TDIAFC）。一组由81名学生组成作为实验组（EG），接受翻转课堂学习指导，另一组79名学生作为对照组（CG），接受以讲座为中心的指导。实验组学生经历了三轮学习，第一轮的结果为第二轮的定制设计提供信息，第二轮的结果为第三轮提供信息。实验结果表明，实验组学生在总结性测试和期末考试中的得分高于对照组。特别是，两组学生在三个领域（即认知、情感和心理运动）的学习表现存在显著差异。
