Gu Jianjun, Tang Lin, Liu Xiaohong, Xu Jinlei
School of Education Science, Nanjing Normal University, Nanjing, China.
Front Psychol. 2022 Feb 21;13:810275. doi: 10.3389/fpsyg.2022.810275. eCollection 2022.
Students' learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students' learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students' learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students' learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples tests. The results showed that after three rounds of iterative experiments, students' learning engagement (behavioral, cognitive, and emotional) significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students' learning engagement.
学生的学习参与度被视为有效教学的主要组成部分之一以及学习的必要前提条件，但学生在翻转课堂中的学习参与度带来了一些教学挑战。本研究旨在通过翻转课堂方法促进学生的学习参与度。本研究采用基于设计的研究（DBR）在中国一所大学的现代教育技术（MET）课程中进行了一项涉及三轮迭代的实验。参与者包括36名大三职前教师本科生。课堂观察和学习参与度问卷被用于从学生学习参与度方面衡量翻转教学的有效性。数据分析应用了描述性统计、方差分析和配对样本检验。结果表明，经过三轮迭代实验后，学生的学习参与度（行为、认知和情感方面）显著提高。提供了若干原则作为指导教师实施翻转课堂方法以促进学生学习参与度的指南。
