翻转学习
反转课堂
心理学
元认知
医学教育
研究生
混合学习
数学教育
课程(导航)
团队学习
教育学
教育技术
医学
工程类
认知
神经科学
航空航天工程
作者
Rachel L. Vollmer,Teresa Drake
标识
DOI:10.1016/j.jneb.2019.11.014
摘要
Objective Evaluate graduate students’ experience in a flipped metabolism course using periodic learning reflections. Methods Two cohorts of graduate students (n = 17, total) were recruited from an advanced metabolism course using a flipped learning approach during the fall 2016 and 2017 semesters. After course completion, 2 investigators used content analysis to develop themes from 8 structured learning reflections. Results Four themes were developed from the reflections: responsibility for learning, metacognition, team-based learning, and transfer of skills. Resistance to flipped learning peaked at week 4 of the semester. By the end of the semester, students seemed to embrace the flipped approach and self-directed learning. Conclusions and Implications Despite reporting being better self-directed learners by the end of the semester, students may struggle with the flipped learning format early in the semester. Thus, instructors may need to adopt supportive techniques with students initially.
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