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A Survey of the Flipped Classroom Practice in Chinese Universities and Colleges(PDF)

上海开放教育研究(英文版采编系统)[ISSN:1006-6977/CN:61-1281/TN]

Issue:
2016年02期
Page:
27-37
Research Field:
Publishing date:

Info

Title:
A Survey of the Flipped Classroom Practice in Chinese Universities and Colleges
Author(s):
Miao Jingmin12 & WANG Qiong12
MIAO Jingmin,Ph.D.Candidate,xLearning Center, Peking University; Graduate School of Education, Peking University. WANG Qiong,Professor,xLearning Center, Peking University; Graduate School of Education, Peking University.
Keywords:
Keywords: the flipped classroom higher education teaching practice
PACS:
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DOI:
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Abstract:
Abstract: With the trend to create a learning society, teachers are confronted with the challenge to develop students' ability to learn independently. The flipped classroom(FC)model has attracted more and more attention for its potential to improve students' learning abilities. Since 2013, there has been an increasing demand to develop open educational resources in universities and colleges. These resources provide opportunities for teachers to develop their own flipped classroom. An online survey was conducted in January 2015 to get a better understanding of the practice of the flipped classroom in Chinese universities and colleges. Nine hundred and ninety-five teachers responded to the survey. One hundred and sixty-five of them were teachers who had applied the FC model to their classroom for more than six months. Their motivations and actions to carry out the FC model were investigated as well as the effectiveness of their practices. Challenges and barriers were also identified. The results indicate that teachers are motivated to use the FC model by their intentions to develop students' ability to learning independently and satisfy the diversified and personalized needs of their students. Meanwhile, most teachers in this survey confirm that the FC model can be used as an effective way to improve student motivation to learn and enhance their learning experiences. The results also show that the spread of the FC model is promoted by the development of new technologies and platforms. Instead of receiving what has been given to them, more and more teachers start making their own resources with the support of these new technologies and platforms. However, there are also challenges for them to overcome. Compared to the traditional teaching model, teachers have to put in much more time and effort in the practice of the FC model. They need support from their universities and colleges.

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Last Update: 1900-01-01