First, there is some good methodology here. It's good they did randomized control trials, and the n (80 sections, 1300+ students) is impressive. 2/
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But from there it kind of falls apart. It is a study (a) at West Point which is unlike almost any other college environment on earth; (2) confined to just three classes; and (3) measured by just one quiz and two final exam questions. All kinds of validity questions. 3/
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The biggest issue IMO is their operationalization of flipped learning. See below. They gave the students in the flipped sections three 20-min (!) videos to watch, with no guidance, no learning activities. Just watch, because "it's an order". 4/pic.twitter.com/AIjii5GMTa
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The experiment occurred halfway through the semester, so s's had 7 weeks of mostly lecture, then 3 FL class sessions, then 7 more weeks of mostly lecture. So of course, the learning gains didn't persist! 5/
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It makes me think that the real power of FL is in the inculcation of good learning habits. A FL environment teaches students how to learn, and this takes persistence over time. A drive-by 3-lesson study just isn't going to capture this. /end
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And one more thing: Any study on college teaching MUST answer the questions: What were the students doing? What was the instructor doing? And why? This study gives precious little detail on this -- like a lot of studies that find negative results for FL or active learning.
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