Abstract

The active learning concepts of the combined roundtable discussion and flipped classroom have been explored and implemented in various formats in K-12 and colleges and universities. Round tables include a discussion and debate on a specific topic. Each person is given an equal opportunity to participate. In a “flipped classroom” the teacher delivers lectures before class in the form of various readings and activities. The teacher spends class time engaging students in learning activities that involve collaboration and interaction. Though the combined roundtable discussion and flipped classroom have become widely used approaches, there is still an opportunity for more research to analyze the perceptions of students on these approaches and to measure the impact of both approaches. This qualitative case study examines if the combined round table discussion and flipped classroom curriculum model impacts the student engagement of junior special education majors and doctoral level occupational therapist majors in a university setting. Rubrics, focus groups, and instructor documentation of student responses were used to collect data in this study. The results indicated that student engagement and participation were positively impacted using these models. The active learning strategies of discussion and peer instruction were important to the success of the model.

摘要

圆桌讨论和翻转课堂相结合的主动学习概念已经在K-12和大学中以各种形式进行了探索和实施。圆桌会议包括针对特定主题的讨论和辩论。每个人都有平等的参与机会。在“翻转教室”中，老师在上课前以各种阅读和活动的形式进行讲座。老师花费课堂时间让学生参与涉及协作和互动的学习活动。尽管圆桌讨论和课堂翻转相结合已成为广泛使用的方法，但仍有机会进行更多的研究，以分析学生对这些方法的看法并衡量这两种方法的影响。该定性案例研究检查了圆桌讨论和翻转课堂课程模型的组合是否会影响大学环境中初中特殊教育专业和博士水平的职业治疗师专业的学生参与度。在本研究中，使用了专栏，焦点小组和学生反应的指导文档来收集数据。结果表明，使用这些模型对学生的参与和参与产生了积极的影响。讨论和同伴指导的主动学习策略对模型的成功至关重要。在本研究中，使用了学生回答的指导文档来收集数据。结果表明，使用这些模型对学生的参与和参与产生了积极的影响。讨论和同伴指导的主动学习策略对模型的成功至关重要。在本研究中，使用了学生回答的指导文档来收集数据。结果表明，使用这些模型对学生的参与和参与产生了积极的影响。讨论和同伴指导的主动学习策略对模型的成功至关重要。