在线和混合式翻转课堂中的评估回顾

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of University Teaching and Learning Practice Pub Date : 2024-05-22 DOI:10.53761/wfmhvt17

B. Divjak, Bart Rienties, Barbi Svetec, Petra Vondra, M. Žižak

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引用次数: 0

摘要

本研究旨在探讨高等教育中在线和混合式翻转课堂（FC）评估的指导原则、实践和挑战。在此基础上，我们提出了一个在线和混合式翻转课堂教学、学习和评估的通用模型，包括教学和学习活动的示例，以及相应的学习成果水平、评估任务和方法。我们对研究结果进行了总结，并建议就以下方面开展进一步研究：同伴评价和自我评价；教育技术的益处和挑战；评价和剽窃的伦理问题；灵活性和结构性之间的平衡。我们建议，进一步的研究应更多地关注评估的效用，包括评估的有效性和可靠性，并在不同的学习领域和教育背景下测试所提出的通用模式。我们的研究基于系统的文献综述，包括在 Web of Science 数据库中找到的 90 篇文章，其中 23 篇进行了详细研究。

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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Reviewing Assessment in Online and Blended Flipped Classroom

The aim of this study was to investigate the guiding principles, practises, and challenges of assessment in online and blended flipped classroom (FC) approaches in higher education. Based on that, we proposed a generic model of teaching, learning and assessment in online and blended FC, including examples of teaching and learning activities, with corresponding levels of learning outcomes, and assessment tasks and methods. We synthesised the findings and suggested further research on the following aspects: peer-assessment and self-assessment; benefits and challenges of educational technology; ethical aspects of assessment and plagiarism; balance between flexibility and structure. We recommended that further research should put more focus on the utility, including validity and reliability of assessment and test the proposed generic model in different study fields and educational contexts. Our study was based on a systematic literature review, including 90 articles identified in the Web of Science database, with 23 studied in detail.

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来源期刊

Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

18.80%

发文量

期刊介绍： The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.