论文代写价格-反转课程与传统课程的对比

25 12月 论文代写价格-反转课程与传统课程的对比

本文是将反转课程与传统课程的对比,在两节课中,一节课是翻转的,另一节课是传统的授课方式(Bergmann & Sams, 2012)。然而,当采用传统授课方式的学生中有近75%能够发现与翻转课堂相关的论坛和内容视频,并开始使用它们时,研究部分陷入了困惑。据他们报道,当学生得知其他班级有翻转课堂时,他们在没有老师指导的情况下决定创建自己的翻转课堂(Berrett, 2012)。本篇论文代写价格文章由澳洲论文人EducationRen教育网整理,供大家参考阅读。

Out of the two sections, the class of one section was flipped, while the other class followed the traditional approach of lecturing (Bergmann & Sams, 2012). However, the research had been confounded partially when almost 75 per cent of the students in the traditional approach of lecturing were able to discover the forum and content videos related to flipped course, and started to use them. It had been reported by them that when it was learnt by the students that there has been a flipping of the other class, they took the decision of creating their own flipped classroom without the guidance of the educator (Berrett, 2012).
This had not been asked by the student and there had been no underlying pressure for adding an online element to the concept of learning, but they made the choice of flipping their course by themselves. In both the section, students started to study together and were involved in video related discussions more often, even after the time of the class (Bishop & Verleger, 2013). The students from the flipped class stated that they were involved in in-class discussion, and questions had been asked by students who attended the class of traditional approach. Students assigned with the traditional course had been surveyed later and it was reported that when they obtained learning from cine lectures, they were able to add their learning as daily habits of studying (Bozalek, 2013).
According to them, the method was efficient and interesting for studying. Also, in comparison with past semesters, both the sections related to the course were known to have higher sense of achievement in the exams. In addition to this, there seemed to be a noteworthy disappearance underlying the differences in the outcomes of learning between the student of the flipped course and the traditional lecture, as the students from the traditional class started watching the video based lectures (Burch, 2013). It had been shown by the data that there appeared to be an underlying gap in the sense of achievement before the mid- session exams.

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