T. Hung, M. Yellishetty, Ngo Tu Thanh, A. Patil, Le Thanh Huy
{"title":"翻转课堂在大学生教学中的应用:以越南为例","authors":"T. Hung, M. Yellishetty, Ngo Tu Thanh, A. Patil, Le Thanh Huy","doi":"10.4018/IJQAETE.2017010104","DOIUrl":null,"url":null,"abstract":"Flippedclassroomshavebeenextensivelyusedbymanyeducatorsallovertheworldandarebeing seenasanalternativetothetraditionalclassroom-basedteaching-learningpractices.Asfortraditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude,behaviorandintereststolearnersandhasnotexposedthemtoexperimentalactivities.The flippedclassrooms,ontheotherhand,enablestudentstobeflexibleintheirlearningandoffermore timetogothroughvideos,lecturespostedontheInternet,whichhelpsstudentstoacquirethelessons throughonlinelearningsystems.Flippedclassroomshelpcreateenvironmentformoreinteraction betweenlearnersandinstructors/facilitators,especiallybycreatingtheface-to-faceconversationsmore interactive.However,teachingusingflippedclassroomsrequiresadequateadditionalresourcessuch as;theeffectiveonlinelearningsystems,databases,appropriatelearningcontentsandmethods,plan, presentations(invariousformslikePowerPoint,word,scrom,video,audio)andmostimportantly minimumtechnicalknowledgeforbothlearnersandinstructorstousevarietiesoftools.Thispaper presentstheconstructionofanenvironmentsupportingstudentstotakepartinanonlineactivity beforeandafterface-to-faceinteractionandorganizationofexperimentalteachingwiththeprocess of learningingroupsbasedonthemodelofflippedclassroomstofacilitateactivelearning.The quantitativeresultsattheendofthecourseshowedthattheflippedlearningishighlypreferredand usefulpedagogicalapproachwhencomparedtothosetraditionalmethodsthatfosteredbetterlearning attitudeandbehaviors. 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引用次数: 5
The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam
Flippedclassroomshavebeenextensivelyusedbymanyeducatorsallovertheworldandarebeing seenasanalternativetothetraditionalclassroom-basedteaching-learningpractices.Asfortraditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude,behaviorandintereststolearnersandhasnotexposedthemtoexperimentalactivities.The flippedclassrooms,ontheotherhand,enablestudentstobeflexibleintheirlearningandoffermore timetogothroughvideos,lecturespostedontheInternet,whichhelpsstudentstoacquirethelessons throughonlinelearningsystems.Flippedclassroomshelpcreateenvironmentformoreinteraction betweenlearnersandinstructors/facilitators,especiallybycreatingtheface-to-faceconversationsmore interactive.However,teachingusingflippedclassroomsrequiresadequateadditionalresourcessuch as;theeffectiveonlinelearningsystems,databases,appropriatelearningcontentsandmethods,plan, presentations(invariousformslikePowerPoint,word,scrom,video,audio)andmostimportantly minimumtechnicalknowledgeforbothlearnersandinstructorstousevarietiesoftools.Thispaper presentstheconstructionofanenvironmentsupportingstudentstotakepartinanonlineactivity beforeandafterface-to-faceinteractionandorganizationofexperimentalteachingwiththeprocess of learningingroupsbasedonthemodelofflippedclassroomstofacilitateactivelearning.The quantitativeresultsattheendofthecourseshowedthattheflippedlearningishighlypreferredand usefulpedagogicalapproachwhencomparedtothosetraditionalmethodsthatfosteredbetterlearning attitudeandbehaviors. KEywoRdS Blended Learning, Face to Face, Flipped Classroom, Online Learning System
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