دانلود رایگان مقاله انگلیسی اثرات معکوس سازی اصول طبقات اقتصاد خرد: تاثیر برنامه ریزی - الزویر 2018

ABSTRACT

Flipping the principles of microeconomics classroom significantly improves student-learning outcomes compared to traditionally taught lectures; however, it remains unclear as to if the effect differs depending upon the spacing and scheduling of class meetings. This paper investigates if the quantitative effects of flipping on student outcomes differ by scheduling. It further evaluates if student perceptions about flipping vary depending on the spacing of class meetings. This paper shows that students in flipped classes scored significantly higher on final exams compared to those in a traditional setting, and the effect of flipping did not vary with class spacing. Students in the flipped class setting reported significantly more active learning and were significantly more likely to recommend the professor to other students than those in a traditional setting; however, those in the flipped class that met twice a week for 80 min reported significantly less active learning and were significantly less likely to recommend the professor than those in the traditional setting. The results documented in this study suggest that while the effects of flipping on student learning do not vary with class spacing, student satisfaction does differ with spacing. Therefore, when considering the scheduling of a flipped course, instructors need not worry about the impact of flipping on learning outcomes, but they should consider the importance of student satisfaction.

6. Conclusions

Flipping the class is a popular technique in higher education, and recent studies have documented flipping to improve studentlearning outcomes in the principles of microeconomics classroom. Researchers have yet to uncover the mechanism through which flipping is successful, nor have they identified if the effectiveness of flipping varies by class spacing. A benefit of the flipped class is that it allows students to engage in active learning during class time either individually, in pairs, or in groups. If the classes are not long enough, activities may be interrupted and have to be resumed the following class period, perhaps weakening their effectiveness. Thus, longer class periods may allow for activities to be completed in one class period only. On the other hand, having to resume the activity another day may require students to revisit the material and refresh their memories on the activity, thus reinforcing the material.

Studies have also yet to identify if class size affects the flipping effectiveness. As students may often work in groups during class time, smaller classes may not allow for a large enough quantity of groups to make activities effective, large enough groups, or the ability to change groups, all of which may benefit the student or enhance the activities. On the other hand, being in a smaller class may make the course more intimate, allowing students to feel more comfortable and at ease with one another, encouraging learning, teamwork, communication, and cooperation.

This study utilizes a retrospective dataset of one instructor’s principles of microeconomics classes over the course of five semesters to identify the effect of flipping on student learning outcomes, as well as how the effect may differ depending on class duration and frequency and class size. It further investigates how student evaluations may differ along these same characteristics.