美国论文代写：学生对翻转课堂的认知

美国论文代写：学生对翻转课堂的认知。学生对翻转课堂方法的感知从积极合作到热情兴趣，其次是对在课程作业中使用媒体感到兴奋(皮尔斯和福克斯，2012)。或许还有一种担忧，这种担忧可能与这样一个事实有关，教育者愿意在学生身上承担更多的责任，并且教育者不愿意以尽可能直接的方式教授足够的内容(Bennett, 2012)。接下来美国论文代写专家将以某高中的个案研究为例，努力提供一些与学习反馈有关的例子，以说明翻转课堂的优点

与案例研究类似，Brint和Marcey(2012)尝试比较期末考试的成就感，考虑到同一所高中生物入门课程的两个主要部分。在两个部分中，一个部分的班级被翻转，而另一个班级遵循传统的授课方法(Bergmann和Sams, 2012)。然而，当近75%的传统授课方式的学生能够发现与翻转课程相关的论坛和内容视频，并开始使用它们时，该研究出现了部分混乱(Roehl et al.， 2013)。据他们报道，当学生了解到有一个翻转的另一个班级，他们决定创建自己的翻转课堂没有教育工作者的指导(Berrett, 2012)。学生没有问过这个问题，在学习概念中加入在线元素也没有潜在的压力，但他们自己做出了翻转课程的选择。在这两个部分，学生开始一起学习，更频繁地参与视频相关的讨论，甚至在上课时间之后(Bishop和Verleger, 2013)。翻转课堂的学生表示他们参与了课堂讨论，传统课堂的学生也提出了问题。之后对分配传统课程的学生进行了调查，据报道，当他们从基于课堂的传统讲座中获得学习时，他们能够将学习添加到日常学习习惯中(Bozalek, 2013)。他们表示，该方法是有效的和有趣的研究。更重要的是，与过去的学期相比，两个与课程相关的部分在考试中都有更高的成就感。

除此之外，随着传统课程的学生开始观看基于视频的课程(Burch, 2013)，学习翻转课程的学生和学习传统课程的学生之间的学习结果差异似乎有了显著的消失。数据显示，在期中考试之前，学生的成就感似乎存在潜在的差距。然而，在学生开始观看视频讲座后，两个班级的成就感与期末考试有一些相似之处，并且与前几个学期相比更高(Burk, 2011)。其中包括那些使用传统学习方法上课的学生。在总结主要发现时，我们发现参加这两门课程的学生更喜欢翻转课堂，而不是传统的授课方式，即使没有来自教育工作者的任何压力来改变学习习惯。除此之外，两门课程下的学生在考试中取得了相似的成绩(Cacciamani, 2011)。然而，有人指出，在课后学习的日常小组中在同伴支持下的学习可能有助于弥补这种缺憾。在另一项关注与翻转课堂相关的学生观点的研究中，伊利诺伊州拜伦高中的富尔顿(2012)采访了在翻转课堂学习的学生(萨德勒，2010)。据学生报告，他们感谢他们在课堂上从教师那里获得的额外支持，他们也喜欢在课堂上工作，喜欢自己的速度，喜欢在课堂讨论中做出关键贡献，而不是只听一节课(Camel, 2011)。这让他们觉得自己比其他采用传统教学方法的班级学得更好。当翻转课堂涉及到教师拍摄视频时，学生也表现出偏好，因为学生也表现出愿意在家里观看视频(Code和Zaparyniuk, 2009)。

The perceptions of student related to flipped class approach range from active collaboration to enthusiastic interest, followed by excitement to include media within the course work (Pierce & Fox, 2012). There might also be a sense of concern. This concern might be related to the fact that educator is willing to outweigh responsibilities on the student and the educator is not willing to teach sufficient content in a direct manner as possible (Bennett, 2012).

Similar to the case study, attempts have been put in by Brint and Marcey (2012) for comparing the sense of achievement in terms of final exams considering two main sections at the same high school for an introductory course in biology. Out of the two sections, the class of one section was flipped, while the other class followed the traditional approach of lecturing (Bergmann and Sams, 2012). However, the research had been confounded partially when almost 75 per cent of the students in the traditional approach of lecturing were able to discover the forum and content videos related to flipped course, and started to use them (Roehl et al., 2013). It had been reported by them that when it was learnt by the students which there has been a flipping of the other class, they took the decision of creating their own flipped classroom without the guidance of the educator (Berrett, 2012). This had not been asked by the student and there had been no underlying pressure for adding an online element to the concept of learning, but they made the choice of flipping their course by themselves. In both the sections, students started to study together and were involved in video related discussions more often, even after the time of the class (Bishop and Verleger, 2013). The students from the flipped class stated that they were involved in in-class discussion, and questions had been asked by students who attended the class of traditional approach. Students assigned with the traditional course had been surveyed later and it was reported that when they obtained learning from class based traditional lectures, they were able to add their learning as daily habits of studying (Bozalek, 2013). According to them, the method was efficient and interesting for studying. What’s more, in comparison with past semesters, both the sections related to the course were known to have higher sense of achievement in the exams.

In addition to this, there seemed to be a noteworthy disappearance underlying the differences in the outcomes of learning between the student of the flipped course and the traditional lecture, as the students from the traditional class started watching the video based lectures (Burch, 2013). It had been shown by the data that there appeared to be an underlying gap in the sense of achievement before the mid- session exams. However, after the students started watching the video lecture, the sense of achievement in both the classes had some similarity with the final exams, and was higher in comparison with prior semesters (Burk, 2011). These included students who attended the class that used traditional method of learning. In summarizing the key findings, it was found that students attending both the courses showed preference in the flipped class rather than traditional approach of lecture, even in the absence of any pressure from the educator in changing the habits of studying. In addition to this, students under the two courses had similar achievement on exams (Cacciamani, 2011). However, it had been noted that the learning under peer support within the daily groups involving after class-study might have helped in making up for such absence. In another research that focused on the perspectives of students related to flipped class, the students studying in flipped classes were interviewed by Fulton (2012) in Illinois at Byron High School (Sadler, 2010). It had been reported by the students that they appreciated the additional support they obtained from the educator in class and they also liked working on the lessons, preferring their own speed, and preferring to make key contribution in discussions of the class instead of just listening to a lesson (Camel, 2011). This gave them the feeling that they were successful in learning better in comparison to other classes following the traditional approach. Students also showed preference in the approach of flipped class when it involved filming of videos by the teachers as the students showed willingness in watching the video at home as well (Code and Zaparyniuk, 2009).

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