Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Lorico DS. Lapitan Jr , Aldrin Lorrenz A. Chan , Noel S. Sabarillo , Divine Angela G. Sumalinog , Joey Mark S. Diaz
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引用次数: 1

Abstract

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.

基于协作学习模式的在线翻转课堂在本科化工课程中的设计、实施与评价
众所周知,主动学习方法可以提高学生在传统课堂上的积极性、参与度和表现。然而,2019冠状病毒病大流行迫使学生通过在线环境继续学习,其中远程和数字平台上进行教学。本研究对分析化学远程教学中支持协作学习的翻转课堂的设计与实施进行了评价。翻转课堂的设计包括预先录制的讲座、个人自我评估问题和课堂上的小组活动(投票和问答比赛)。单词问题作为协作任务,以提高学生对学习内容的互动。根据学生的学习经验、学习成绩和教师的反思来评估这些教学实践对学习的影响。学期末的调查收集了关于学生使用翻转课堂和同伴合作方法的经验的定量和定性数据。学生的反馈表明,参与小组合作活动对他们对分析化学概念和计算的理解有积极的影响。大多数学生表示,小组合作对提高沟通技巧和运用课堂知识解决难题的能力非常有帮助。此外,学生们强调了预先录制的视频对他们自主学习的重要性,以及同步课程对提高他们的参与度和积极性的重要性。另一方面,一些学生认为翻转课堂要求很高,在短短6周的学期中,要求提交的成果非常具有挑战性。总体而言,这些主动学习方法的组合对远程学习环境有积极的影响,但在线主动学习干预对学生态度的潜在缺点也存在。因此,将这些教学实践精心整合到在线课程中,将有助于改善学生的学习体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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