期刊名称：Journal of Emerging Trends in Computing and Information Sciences
电子版ISSN：2079-8407
出版年度：2013
卷号：4
期号：10
页码：751-758
出版社：ARPN Publishers
摘要：There is an enthusiasm about the flipped classroom method, the teaching approach that requires the students to learn by watching a lecture video as homework, and doing the application exercises when they report to class. This preliminary research compared the aggregate homework scores of 20 assignments between the traditional lecture group (N=55) and the flipped group (N=70) in an Excel class taught by the same instructor. The t-test indicated that the difference in mean scores between the two groups was not statistically significant. The students’ comments in the flipped class suggested that students with prior knowledge about the software or those who easily learn new computer skills did well in the assignments without watching the videos. However, the students who lacked the prior knowledge, or lacked the confidence, benefited from watching the videos. This result implies that instructors can refer to students’ prior knowledge and the difficulties of the content in order to decide which part of the class to flip. It also indicates that flipping the class is not always superior to the traditional lecture approach. This study builds upon previous works by providing a empirical data that explores whether flipping the classroom is an effective method of teaching.
