{"title":"逆向过程中奖励结构的影响","authors":"Diane Horton, Jennifer Campbell","doi":"10.1145/2591708.2602671","DOIUrl":null,"url":null,"abstract":"The inverted or flipped classroom has been shown to be effective in computer science. Inverted teaching depends on students engaging in both pre- and in-lecture activities. What reward structure will motivate students to do so? We report on our experience with inverted teaching for a one-month unit in a third-year database course.","PeriodicalId":334476,"journal":{"name":"Annual Conference on Innovation and Technology in Computer Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Impact of reward structures in an inverted course\",\"authors\":\"Diane Horton, Jennifer Campbell\",\"doi\":\"10.1145/2591708.2602671\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The inverted or flipped classroom has been shown to be effective in computer science. Inverted teaching depends on students engaging in both pre- and in-lecture activities. What reward structure will motivate students to do so? We report on our experience with inverted teaching for a one-month unit in a third-year database course.\",\"PeriodicalId\":334476,\"journal\":{\"name\":\"Annual Conference on Innovation and Technology in Computer Science Education\",\"volume\":\"70 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-06-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Annual Conference on Innovation and Technology in Computer Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2591708.2602671\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annual Conference on Innovation and Technology in Computer Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2591708.2602671","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The inverted or flipped classroom has been shown to be effective in computer science. Inverted teaching depends on students engaging in both pre- and in-lecture activities. What reward structure will motivate students to do so? We report on our experience with inverted teaching for a one-month unit in a third-year database course.
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