The goal of this study is to evaluate the application of the flipped classroom (FC) format in the international studies curriculum. Previous research has examined the impact of the FC on students’ performance, operationalized by test scores, and demonstrated the utility of this technique in the learning process. Our research goes beyond student performance to evaluate the impact of the FC on student class attendance and the development of a set of soft skills, such as teamwork, critical thinking, self-efficacy, academic self-concept, and perception of learning. In our experiment, we compare an FC with a non-flipped class that combines traditional lecturing with other active learning techniques, such as presentations, teamwork activities, and problem-based debates. The study finds that the FC did not have a substantial impact on either students’ performance, attendance, or soft skills. The differences between the two groups were too small to corroborate any tendency in favor of one or the other format. For the most part, students performed in a similar way. This can suggest that the benefits of an FC format might be less when compared with other active learning techniques.

中文翻译：

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通过翻转课堂培养学生的“软技能”——来自国际研究班的证据

本研究的目的是评估翻转课堂 (FC) 格式在国际研究课程中的应用。以前的研究已经检查了 FC 对学生表现的影响，通过考试成绩进行操作，并证明了这种技术在学习过程中的实用性。我们的研究超越了学生的表现，评估了 FC 对学生上课出勤率的影响以及一系列软技能的发展，例如团队合作、批判性思维、自我效能、学术自我概念和学习感知。在我们的实验中，我们将 FC 与结合了传统讲授与其他主动学习技术（如演示、团队合作活动和基于问题的辩论）的非翻转课程进行比较。研究发现，FC 对学生的表现、出勤率或软技能都没有实质性影响。两组之间的差异太小，无法证实任何倾向于一种或另一种格式的趋势。在大多数情况下，学生以类似的方式表演。这可能表明，与其他主动学习技术相比，FC 格式的好处可能会更少。