Influences of Flipped Teaching in Electronics Courses on Students' Learning Effectiveness and Strategies
The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional...
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| Veröffentlicht in: | International journal of environmental research and public health 2021-09, Vol.18 (18), p.9748 |
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| creator | Lo, Chih-Cheng Hsieh, Ming-Hsien Lin, Hsiao-Hsien Hung, Hsu-Hung |
| description | The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group (
= 43), and adopted the regular teaching method while another class was selected as the experimental group (
= 42), and employed the flipped teaching method. This study used the "Learning strategy scale of students in vocational high schools" as the instrument. The students' scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including "learning motivation", "reading and exams", "self-testing", and "problem solving strategies". |
| doi_str_mv | 10.3390/ijerph18189748 |
| format | Article |
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= 43), and adopted the regular teaching method while another class was selected as the experimental group (
= 42), and employed the flipped teaching method. This study used the "Learning strategy scale of students in vocational high schools" as the instrument. The students' scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including "learning motivation", "reading and exams", "self-testing", and "problem solving strategies".</description><identifier>ISSN: 1660-4601</identifier><identifier>ISSN: 1661-7827</identifier><identifier>EISSN: 1660-4601</identifier><identifier>DOI: 10.3390/ijerph18189748</identifier><identifier>PMID: 34574673</identifier><language>eng</language><publisher>Switzerland: MDPI AG</publisher><subject>COVID-19 ; Curriculum ; Education ; Electrical engineering ; Electronics ; Flipped classroom ; Humans ; Learning ; Motivation ; Pandemics ; Problem solving ; Problem-Based Learning ; SARS-CoV-2 ; Schools ; Self testing ; Students ; Students, Nursing ; Teaching ; Teaching methods</subject><ispartof>International journal of environmental research and public health, 2021-09, Vol.18 (18), p.9748</ispartof><rights>2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2021 by the authors. 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c484t-76ce5ff9f6048db6d2d52ab6877792308ce7e528b6b7648316fe225d4e3cdc903</citedby><cites>FETCH-LOGICAL-c484t-76ce5ff9f6048db6d2d52ab6877792308ce7e528b6b7648316fe225d4e3cdc903</cites><orcidid>0000-0001-8360-3998 ; 0000-0002-0104-617X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8467744/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8467744/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,724,777,781,882,27905,27906,53772,53774</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34574673$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Lo, Chih-Cheng</creatorcontrib><creatorcontrib>Hsieh, Ming-Hsien</creatorcontrib><creatorcontrib>Lin, Hsiao-Hsien</creatorcontrib><creatorcontrib>Hung, Hsu-Hung</creatorcontrib><title>Influences of Flipped Teaching in Electronics Courses on Students' Learning Effectiveness and Strategies</title><title>International journal of environmental research and public health</title><addtitle>Int J Environ Res Public Health</addtitle><description>The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group (
= 43), and adopted the regular teaching method while another class was selected as the experimental group (
= 42), and employed the flipped teaching method. This study used the "Learning strategy scale of students in vocational high schools" as the instrument. The students' scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. 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= 43), and adopted the regular teaching method while another class was selected as the experimental group (
= 42), and employed the flipped teaching method. This study used the "Learning strategy scale of students in vocational high schools" as the instrument. The students' scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including "learning motivation", "reading and exams", "self-testing", and "problem solving strategies".</abstract><cop>Switzerland</cop><pub>MDPI AG</pub><pmid>34574673</pmid><doi>10.3390/ijerph18189748</doi><orcidid>https://orcid.org/0000-0001-8360-3998</orcidid><orcidid>https://orcid.org/0000-0002-0104-617X</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central Open Access; MDPI - Multidisciplinary Digital Publishing Institute; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | COVID-19 Curriculum Education Electrical engineering Electronics Flipped classroom Humans Learning Motivation Pandemics Problem solving Problem-Based Learning SARS-CoV-2 Schools Self testing Students Students, Nursing Teaching Teaching methods |
| title | Influences of Flipped Teaching in Electronics Courses on Students' Learning Effectiveness and Strategies |
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