期刊名称：Learning & Teaching in Higher Education: Gulf Perspectives
电子版ISSN：2077-5504
出版年度：2017
卷号：14
期号：1
页码：1-13
DOI：10.18538lthe.v14.n1.273
语种：English
出版社：Zayed University Press
摘要：A ‘flipped’ or ‘inverted’ teaching approach (Lage et al., 2000) reverses the traditional use of in- and out-ofclass time, delivering instructional input to students before class and devoting classroom time to applying this input in small group tasks. This study investigates the use of videoed lectures and attitudes to in-class activities among undergraduate students in first year Calculus classes using either a lecture-based or a ‘flipped classroom’ approach. Survey results indicate that while the majority of the students embrace the flipped experience and more specifically the in-class group work activities, they lacked the confidence in their self-learning abilities to completely part with an instructor-led class. This finding and its impact on implementing a flipped classroom supports concerns found in the literature that first- and second-year students may need more guidance from their professors before they can truly benefit from the flipped learning model of instruction.
关键词：flipped classroom; university calculus; teaching innovation
