A method based on self-study log information for improving effectiveness of classroom component in flipped classroom approach

Katsuyuki Umezawa*, Takashi Ishida, Michitaka Aramoto, Manabu Kobayashi, Makoto Nakazawa, Shigeichi Hirasawa

*この研究の対応する著者

研究成果: Chapter

1 被引用数 (Scopus)

抄録

The flipped classroom approach has recently begun to attract attention. In a flipped classroom, the conventional oles of classroom and homework are reversed: students study on their own using digital teaching materials or e-learning prior to class and then apply their learning in classroom activities. The authors have developed a method for improving the effectiveness of the classroom component: the students in a class are grouped on the basis of the time they spent studying (as recorded in their self-study logs) and their degree of understanding (as revealed by a self-study achievement test), and a different learning model is used for each group to improve their degree of understanding. Although they were unable to find a meaningful statistical difference in the test scores obtained in an experiment using one class of 34 students, there was a notable difference in the way questions were answered. The results of a free-description questionnaire indicate that the group learning encourages active learning.

本文言語English
ホスト出版物のタイトルBlended Learning
ホスト出版物のサブタイトルConcepts, Methodologies, Tools, and Applications
出版社IGI Global
ページ1818-1834
ページ数17
4
ISBN(電子版)9781522507840
ISBN(印刷版)1522507833, 9781522507833
DOI
出版ステータスPublished - 2016 8 18
外部発表はい

ASJC Scopus subject areas

  • 社会科学(全般)
  • コンピュータ サイエンス(全般)

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