Effective Learning Models and Principles for Conducting Flipped Learning
In the past ten years, flipped classroom has been increasingly focused on by researchers in the field of education, and its potentials have been acknowledged in a variety of educational contexts. However, it is also a big challenge to design and implement effective flipped classroom activities for many teachers. Meanwhile, in consideration of lacking exploration of theoretical underpinnings for designing and implementing of flipped classroom so far, this present study aims to address the gaps. After identifying the educational objectives of flipped classroom, nine principles of designing or implementing effective flipped classroom were proposed and the common mode of flipped classroom activities were induced, and the characteristics of effective flipped classroom activities were also summarized. At last, some suggestions were proposed to attempt to propel the development on flipped classroom, such as choosing appropriate teaching contents, determine the ratio of flipping the class based on the need of the course, starting from “partially made instructional videos” to “fully-made videos,” constructing flipped classroom teaching teams with the abilities to share resources and experience, and so forth.
|關鍵詞||科技化教育、教學策略、教學模式、數位學習、翻轉教學、educational technology、teaching strategies、teaching modes、digital learning、flipped classroom|