Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.

中文翻译：

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学生对翻转讲座课程中学习和参与的看法

目前的文献表明，与传统讲座相比，学生在“翻转”课堂中的学习成果相同或更高。然而，对翻转课堂教学方法的有力分析很少。这项研究使用为期一年的准实验性研究，跨越商业沟通课程的六个部分，以跟踪学生的成果以及对学生参与和学习的看法。结果表明，在学生如何看待这些不同条件方面，翻转课堂和传统课堂在学习和参与变量上没有显着差异。然而，翻转条件对口头和书面作业产生了更好的结果。