Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education but Effect Does Not Persist
In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and p...
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| Veröffentlicht in: | CBE life sciences education 2015-09, Vol.14 (3), p.ar26 |
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| creator | van Vliet, E. A Winnips, J. C Brouwer, N |
| description | In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. |
| doi_str_mv | 10.1187/cbe.14-09-0141 |
| format | Article |
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| subjects | Blended Learning Computer-Assisted Instruction Conventional Instruction Cooperative Behavior Cooperative Learning Critical Thinking Curriculum Education, Professional Educational Measurement Educational Technology Foreign Countries Grades (Scholastic) Higher Education Homework Humans Instructional Effectiveness Internet Learning Learning Strategies Likert Scales Metacognition Models, Educational Motivated Strategies for Learning Questionnaire Motivation Netherlands Peer Group Peer Teaching Pretests Posttests Problem-Based Learning Questionnaires Science - education Statistical Analysis Student Attitudes Student Motivation Students Surveys and Questionnaires Teaching Teaching Methods Undergraduate Students Video Technology |
| title | Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education but Effect Does Not Persist |
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