Background

The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

背景

翻转课堂方法要求学生在进入课堂之前先做家庭作业，以便课堂时间可以用于主动和协作的学习练习。研究表明，与传统的讲师主导的教学方法相比，这可以提高学生的表现。目标：在 COVID-19 大流行期间，绝大多数教学都是完全在线的，因此即使是“课堂”时间也是虚拟的。当前文章研究了仅在线交付是否会影响翻转课堂方法的有效性。方法：在连续队列中以不同方法教授的本科心理学学生的研究方法和统计模块以及统计组合作业的成绩进行了比较。结果：该模块的总体成绩在不同的教学方法中没有显着差异，但学生在统计测试中的表现却有显着差异。翻转课堂，无论是伴随校内课程还是同步在线课程，都比传统方法有明显更好的表现。完全在线教学没有观察到任何损害。结论：翻转课堂方法的主要优势出现在主动学习的驱动下，无论课堂环境如何。教学意义：使用翻转课堂是一种有用的工具，特别是在学生可能不太关注内容的学科中。