Practice and Evaluation of a Flipped Classroom with Epistemic Preparative Activities on Basic Statistics

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  • FUSHIKIDA Wakako
    University Education Center, Tokyo Metropolitan University
  • OURA Hiroki
    Center for Innovative Teaching and Learning, Tokyo Institute of Technology
  • YOSHIKAWA Ryo
    Faculty of Information and Media Studies, Nagoya Bunri University

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Other Title
  • 認識的準備活動を導入した統計の基礎を扱う反転授業の実践と評価
  • ニンシキテキ ジュンビ カツドウ オ ドウニュウ シタ トウケイ ノ キソ オ アツカウ ハンテン ジュギョウ ノ ジッセン ト ヒョウカ

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Abstract

<p>This study aims to consider students’ comprehension and viewing behaviors of lecture videos through a flipped classroom on basic statistics and data analysis. We introduced "Epistemic Preparative Activities" using authentic problem-solving games that are relevant to the learning contents of lecture videos and face-to-face activities to the class before viewing videos. We compared pre-, middle-, and post- comprehension tests scores and investigated the degree or styles of video viewing between an individual EPA group and a collaborative EPA group, in order to reveal which EPA has a greater advantage in a flipped classroom. The results show that the following three suggestions: (1) the comprehension of the entire students' were improved despite differences in EPA groups, (2) the collaborative EPA group perceived greater understanding of the learning contents before face-to-face activities, (3) the individual EPA group was encouraged in viewing the lecture videos selectively and recurrently.</p><p></p>

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