Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist
| Autor: | N. Brouwer, E. A. van Vliet, J. C. Winnips |
|---|---|
| Přispěvatelé: | Pathology |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Cooperative learning
Models Educational Science Video Recording Metacognition Article Peer Group General Biochemistry Genetics and Molecular Biology Education Education Professional Surveys and Questionnaires Pedagogy Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Humans Learning Cooperative Behavior Peer learning Students Internet Motivation Teaching Educational technology Collaborative learning Problem-Based Learning Blended learning Critical thinking Problem-based learning Curriculum Educational Measurement Psychology Computer-Assisted Instruction |
| Zdroj: | CBE-Life Sciences Education, 14(3), 1-10 CBE life sciences education, 14(3). American Society for Cell Biology CBE Life Sciences Education |
| ISSN: | 1931-7913 |
| Popis: | The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. For sustainability, we propose repeated use of flipped classes in the curriculum. In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. |
| Databáze: | OpenAIRE |
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