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Assessment of a flipped classroom model based on microlectures in a medical molecular biology course
Journal of Biological Education ( IF 1.1 ) Pub Date : 2020-08-26 , DOI: 10.1080/00219266.2020.1808513
Fanli Kong 1 , Zhengyi Li 2 , Xiaoming Su 1 , Wenyue Zhuang 1
Affiliation  

ABSTRACT

This study aims to compare the influences of traditional lectures (TL) with a flipped classroom (FC). Two consecutive classes of students from a laboratory medicine speciality learned medical molecular biology through the flipped or nonflipped (TL) approach with online microlectures. We inspected examination scores, learning experiences and perceptions of the FC model and peer collaboration in the course by means of mixed-methods. The average examination score for the 2016 FC students was higher than that for the 2017 traditional students. The course evaluations submitted by the students showed positive learning experiences and perceptions of the FC model. The flipped approach also increased peer collaboration. This research reveals the positive influences of FC with online microlectures on learning. It is proposed that future research evaluates the influences of FC on the other courses in laboratory medicine higher education.



中文翻译:

基于医学分子生物学课程微课的翻转课堂模式评价

摘要

本研究旨在比较传统讲座 (TL) 与翻转课堂 (FC) 的影响。实验室医学专业的两个连续班级的学生通过在线微课的翻转或非翻转 (TL) 方法学习了医学分子生物学。我们通过混合方法检查了考试成绩、学习经验和对 FC 模式的看法以及课程中的同伴合作。2016年FC学生的平均考试成绩高于2017年传统学生。学生提交的课程评估显示了积极的学习体验和对 FC 模式的看法。翻转方法还增加了同行协作。这项研究揭示了 FC 与在线微课对学习的积极影响。

更新日期:2020-08-26
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