دورية أكاديمية
A Digital Logic Flipped Classroom for Promoting Students' Preclass Preparation and Participation in Classroom Activities Using a Guided Reflective Thinking Mechanism
| العنوان: | A Digital Logic Flipped Classroom for Promoting Students' Preclass Preparation and Participation in Classroom Activities Using a Guided Reflective Thinking Mechanism |
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| اللغة: | English |
| المؤلفون: | Tuan-Yung Han (ORCID |
| المصدر: | IEEE Transactions on Education. 2024 67(1):121-130. |
| الإتاحة: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Flipped Classroom, Student Participation, Class Activities, Reflection, Thinking Skills, Learning Strategies, Outcomes of Education, Digital Literacy, Foreign Countries, Community Colleges, College Freshmen |
| مصطلحات جغرافية: | Taiwan |
| DOI: | 10.1109/TE.2023.3330417 |
| تدمد: | 0018-9359 1557-9638 |
| مستخلص: | Contribution: This study used a guided reflective thinking mechanism to improve students' acceptance of flipped classrooms while promoting the development of students' will and self-regulated learning strategies to enhance their preclass preparation and participation in classroom activities. Background: Previous research has provided evidence of the impact of flipped classrooms on student learning, but an understanding of the relationship between flipped classrooms, learning strategies, and learning outcomes is limited. Intended Outcome: The learning strategies used by students in the flipped classroom were examined, and the effectiveness of incorporating a guided reflective thinking mechanism into the flipped classroom teaching design of a digital logic (DL) course was evaluated. Application Design: Referring to the strategic learning model, this study integrated the mechanism of guided reflective thinking into the instructional design of a flipped classroom for first-year students in the Department of Electrical Engineering of a junior college in Taiwan. Findings: The results show that the flipped classroom teaching design that guides the reflective thinking mechanism can promote the development of students' strategies to enhance their attitude, motivation, time management, concentration, self-testing, and solving learning difficulties, thereby improving their performance in DL courses. Furthermore, self-testing strategies are the most important predictor of students' performance in DL courses. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1410931 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0018-9359 1557-9638 |
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| DOI: | 10.1109/TE.2023.3330417 |