Liu Jie, Cao Shiyuan, Liu Xiangfeng, Ye Chengjin, Siano Pierluigi
School of Public Administration, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, 310018, China.
China Research Institute of Regulation and Public Policy, Hangzhou, Zhejiang, 310018, China.
Heliyon. 2024 Mar 15;10(6):e28105. doi: 10.1016/j.heliyon.2024.e28105. eCollection 2024 Mar 30.
"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.
“翻转课堂”颠覆了传统课堂教学模式，被认为对高等教育学生的知识获取和技能培养有积极影响。课前学习阶段被视为翻转课堂成功的关键因素。然而，目前翻转课堂的课前学习阶段主要依赖观看视频，这使得学生成为被动的接受者。教师需要投入大量时间和资源来制作在线视频，这大大增加了学生的学习时间和任务量。这也阻碍了这种教学模式的推广。本研究设计了一种基于学生参与视频制作的预主动学习策略和翻转课堂教学模式，并通过问卷调查和访谈来观察学生的反应，探究其对学生满意度的影响，并实证分析其影响学生满意度的路径。我们发现，在课前阶段，学生在视频制作中感受到的易用性和有用性越高，学生的满意度就越高。感知乐趣和感知价值是重要的中介路径。此外，基于研究结果，本研究提出了基于视频制作的翻转课堂教学模式的建议。本研究结果将为翻转课堂的课前学习阶段提供重要参考。
