Literaturnachweis - Detailanzeige
| Autor/inn/en | Ezeh, Chioma; Adesope, Olusola; Kehinde, Olasunkanmi; Jaiyeola, Emmanuel |
|---|---|
| Titel | Effects of Flipped Instruction on College Students' Learning in STEM Subject Domains: A Meta-Analysis |
| Quelle | In: Journal of STEM Education: Innovations and Research, 23 (2022) 4, S.33-48 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1526-2367 |
| Schlagwörter | Flipped Classroom; STEM Education; Instructional Effectiveness; Video Technology; In Person Learning; Cooperative Learning; Learning Activities; Constructivism (Learning) |
| Abstract | The increasing need for innovative constructivist learning approaches in college STEM subject domains has necessitated the use of flipped instruction which infuses computer-assisted learning with face-to-face learning to achieve optimal learning. This meta-analysis investigates the effect of flipped instruction and the conditions under which it is beneficial or deleterious for college students learning in STEM subject domains. Overall, the meta-analysis results show that flipped instruction is an effective learning strategy for STEM subject domains. Moderator analyses reveal that pre-class instructional features, the structure of in-class activities, STEM subject domains, and test format moderated the overall effect size. Our findings indicate that flipped instruction yields robust learning benefits when the pre-class videos are accompanied by pre-class tasks for students to work on and collaborative in-class activities that allow them to interact with one another. These findings have implications for designing flipped instruction, particularly for STEM subject domains. (As Provided). |
| Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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