One of the biggest barriers preventing teachers from utilizing the flipped classroom approach in their teaching practices is the lack of a general and practical framework for guiding the design and implementation of flipped classrooms. This leads to the fact that the effectiveness of the flipped classroom approach is unconfirmed. Building on research findings from the field of learning and instruction, this study proposed a step-by-step general model named the “O-PIRTAS” (Objective, Preparation, Instructional video, Review, Test, Activity, Summary) flipped classroom model and examined its effectiveness in promoting student learning in an undergraduate psychology course. Two classes of 101 first-year undergraduates were taught by the flipped classroom model or the traditional lecture-based approach for 16 weeks. The results supported the effectiveness of the flipped classroom model; the flipped model not only improved the students’ perceptions of the teaching quality and peer interaction engagement but also promoted their generic skills development and examination performance. Instructional implications for implementing flipped instruction are provided, and directions for future research are discussed.

中文翻译：

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使用扩展的翻转课堂模型来改善学生在本科课程中的学习

阻碍教师在教学实践中使用翻转教室方法的最大障碍之一是缺乏指导翻转教室的设计和实施的通用实用框架。这导致了事实，即翻转课堂教学方法的有效性尚未得到证实。根据学习和指导领域的研究结果，本研究提出了一个逐步的通用模型，称为“ O-PIRTAS”（目标，准备，指导性视频，复习，测试，活动，总结），以及研究了其在本科心理学课程中促进学生学习的有效性。通过翻转课堂模式或传统的基于讲授方法的方法，为101名一年级本科生开设了两堂课，为期16周。结果支持翻转课堂模型的有效性；翻转模型不仅提高了学生对教学质量和同伴互动参与度的认识，而且促进了他们的通用技能发展和考试成绩。提供了实现翻转教学的教学含义，并讨论了未来研究的方向。