Research and Practice of Flipped Classroom Teaching Mode of Integrated Business English Course Under MOOC Environment

As an online course-teaching mode,Massive Open Online Course(MOOC)has drawn great attention from both teachers and students.It is necessary to give full play to the advantages of MOOC resources and to enhance teachers’consciousness of“identity remodeling”in the process of Integrated Business English flipping classroom teaching.Combining the advantages of MOOC and flipped classroom teaching during before-,during-,and after-class will greatly help promote the overall quality of business English teaching in universities.

Self-Efficacy Among Nursing Students Using Flipped and Traditional Teaching Modalities

Objective:To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities.Method:A quantitative research design was employed.The control group was taught using the traditional classroom model,while the experimental group utilized the flipped classroom model.The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine.Two out of twelve classes were selected through random sampling.Results:The study presents an analysis of the t-test results using SPSS,which shows a significant difference when the calculated P-value falls between 0.00 and 0.05.The P-value obtained was 0.00,indicating a statistically significant difference.Conclusion:The teaching model,whether flipped or traditional,has an impact on nursing students’self-efficacy.Students in the flipped classroom exhibited higher self-efficacy in mastering the curriculum.

Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.

The Application of“Problem-Based Learning+Flipped Classroom”Teaching Model in Bilingual Education

This study focuses on the application of the“PBL(problem-based learning)+Flipped Classroom”teaching model in bilingual education,aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching.PBL emphasizes learning through the resolution of real-world problems,while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class,dedicating class time to in-depth discussions and practical activities.The integration of these two teaching models in bilingual education aims to stimulate students’interest in learning,improve their autonomous learning abilities,enhance critical thinking,and foster cross-cultural communication skills.Through literature review,case analysis,and empirical research,this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education.Subsequently,it elaborates on the specific implementation steps of the“PBL+Flipped Classroom”teaching model in bilingual education,including problem design,preview material provision,cooperative learning,classroom activities,and language support.A comparative experiment is then conducted to analyze the impact of this teaching model on students’learning motivation,academic performance,and cross-cultural communication skills.The results indicate that the“PBL+Flipped Classroom”teaching model significantly improves students’learning motivation and participation,enhances academic performance,and effectively boosts their cross-cultural communication skills.Furthermore,this model aids in cultivating students’autonomous learning abilities and critical thinking,providing an innovative and effective approach to bilingual education.This study offers new ideas and insights for the field of bilingual education,which is of great significance for promoting the innovation and development of bilingual teaching models.

Analysis of the Application Value of Virtual Reality Combined with Flipped Classroom Teaching Mode in Cardiopulmonary Resuscitation Teaching

Objective:To analyze the value of using virtual reality combined with the flipped classroom teaching model in teaching cardiopulmonary resuscitation(CPR).Methods:Two classes of our nursing program were randomly selected for the study from September 2022 to September 2023,Class A(52 students,conventional teaching method)and Class B(52 students,virtual reality combined with flipped classroom teaching mode).The assessment scores and independent learning ability scores of the students in the two classes were compared.Results:CPR theory and operation scores,passing rate,and independent learning ability scores of Class B were higher than those of Class A(P<0.05).Conclusion:the use of virtual reality combined with the flipped classroom teaching mode in CPR teaching is conducive to the improvement of students’assessment scores and independent learning ability.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China.By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’satisfaction with the course,the necessity of implementing cooperative learning and flipped classrooms is proposed.The study planned in detail the implementation strategies before class,in the classroom,and after class,and compared them with the control group through an experimental design.The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes,student satisfaction,and teacher evaluation.This study provides a valuable reference for the future reform of the physical education curriculum.

OBE理念下基于Flipped Classroom和BOPPPS的物流工程专业英语教学模式设计

高等院校中开设物流工程专业英语课程存在要求记忆性的内容较多、学生英语水平又参差不齐、考核形式较为单一等问题,亟待改革教学模式的改革。在具体分析现有的东北林业大学物流工程专业英语课程现状和教学效果后,依据OBE(Outcome-Based Education)理念,提出采用将Flipped classroom(翻转课堂)和BOPPPS模型相结合,采取小班授课的方式,对授课模式重新设计,形成新的教学模式,增加在线课程学习平台的运用,并调整考核方式,以促进学生的知识内化过程,促进学习成果的产出,提升学生的专业能力,符合卓越工程师人才培养的需要。

Flipped Classroom模式在汽车构造教学中的应用研究

《汽车构造》是高等院校车辆工程专业及汽车专业的关键专业课程,在传统的教学模式下,一直存在课时内信息量大学生掌握困难、直观认识不足、学生学习兴趣低、学生基础不同接受能力差异大、教学效果差别大的问题。Flipped Classroom模式是一种将学习的决定权从教师转移给学生的全新的教学模式。针对汽车构造课程内容繁多复杂、且兼具较强的理论性和实践性等特点,分析了Flipped Classroom模式在汽车构造教学中可以带来的优势,提出了在汽车构造教学中的应用规范,为汽车构造教学提供了一种新的参考模式。

微课(Microlecture)结合翻转课堂(Flipped Classroom)在医学机能实验教学中的应用

目的观察在生理学实验教学中实施微课结合翻转课堂的效果。方法在我院生理学实验教学中进行微课结合翻转课堂教学,和以往教学进行比较。结果在实施微课结合翻转课堂的教学后,总成绩分数为(91.05±6.42)分,实施微课结合翻转课堂前的总成绩分数为(70.56±4.13)分。通过统计学分析显示,微课结合翻转课堂可提升生理学实验教学的总成绩,差异有统计学意义(P<0.05)。结论在医学机能实验教学中实施微课结合翻转课堂教学可取得更好的教学效果。

基于Flipped Classroom的高职英语智慧教学模式构建与效果研究

本文依托“雨课堂”智慧教学系统,将Flipped Classroom(翻转课堂)教学理念与教学模式应用于高职英语智慧教学实践,并借助李克特三维度评估模型对高职英语智慧教学模式实施效果进行评价。结果表明,基于Flipped Classroom的高职英语智慧教学模式有效解决了高职英语教学长期存在的学生参与度低、课程挑战度低与实践效益不足等突出问题。基于评估结果,本文提出了旨在激发学生主动探索的内生动力,提升任课教师素质的可行策略。

Flipped Classroom模式在高校体育理论课教学中的应用

伴随着素质教育教育理念的不断深化,体育课程教学被逐渐重视起来。传统教育体制中存在"重智轻体"的教学现象,这使得高校对于体育专业教学的理论研究也相对较少。教学改革工作的持续深化、体育课程教育内容和教育形式的革新,已成为当前体育教育发展形势的基本要求。文早针对Flipped Classroom模式在体育理论课教学中的相关应用问题进行研究,分析Flipped Classroom模式、体育理论教学的现状以及Flipped Classroom模式体育理论课程教学中的应用,以促进高校体育理论课程教学水平的提高。

基于SPOC联合Flipped Class在生物化学实验课程的应用

目的:探讨基于SPOC联合Flipped Class在生物化学实验教学中的课堂效果。方法:选取皖南医学院2020级60名助产学本科生为研究对象,其中30名学生应用SPOC联合Flipped Class教学法(实验组),30名学生采用传统教学法(对照组)。通过课程结束考核及问卷满意度调查两种评价模式评价教学效果。结果:实验组闭卷理论测试成绩(85.68±6.27分)显著高于对照组(72.56±5.32分)(P <0.05);实验操作成绩(89.15±4.33分)也显著高于对照组(69.67±9.46分)(P <0.05);SPOC联合Flipped Class的教学效果满意度更高。结论:SPOC联合Flipped Class教学模式在生物化学实验教学中具有良好的教学优势与效果。

Study on PAD and flipped Classroom Applied to College English Teaching--Take College English Viewing,Listening and Speaking Ⅰ For Instance

PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interaction,allowing students to assimilate the knowl-edge they learned in one week,this teaching mode considers different groups of students.A result of a recent teaching experiment showsthat this teaching mode can allocate class time more efficiently and equally to each student to practise oral English.Students are moreconfident,more willing to participate and show more interest in oral class.

A Literature Review on Exploring Effective Flipped Classroom Strategies in College ESL Teaching

Flipped classroom has been widely recognized as an innovative and effective instructional approach by educators and researchers.In the paper,the author did a series of researches on ESL flipped classroom teaching literature and made a related literature review on its application in college ESL teaching,aiming to explore more relevant effective strategies that can promote college ESL teaching and learning effect authentically.Besides,the review can also provide some research reference for college ESL educators.

A Study on Cultivating Top Students in College English Flipped Classroom

Researches on flipped classroom are capturing much attention.This study is conducted among top students with the purpose of confirming the effect of flipped classroom.It found that the flipped classroom does not refer to learning by themselves,even though objects are top students,the teachers are supposed to participate much more in the learning process than they do in the conventional class.It is concluded that top students can benefit a lot from flipped classroom with learning efficiency and interest improved,yet still under the guidance of teachers.Learning motive is not strengthened obviously.Some reflections on teaching are offered afterwards.

Analysis of the Teaching Mode of College English Reading Teaching Based on Flipped Classroom Model

With the continuous development of the times, people’s thinking is constantly improving, and the importance of educa-tion is also increasing. As many new teaching models are emerging, the network course education represented by flipped classroomand MOOC education are increasingly attracting the attention of all walks of life with its unique advantages. The teaching of Eng-lish reading is a key point in College English education. However, the reality of College English reading education is not satisfacto-ry due to certain factors. This paper aims to discuss the implication of flipped classroom mode in college English reading teaching,hoping to provide references for the relevant parties.

Research and Practice of Blending Teaching Based on “MOOC + SPOC + Flipped Classroom” for Software Engineering

Based on "MOOC + SPOC + Flipped Classroom", a particular blending teaching pattern adapting to MOOC teaching is proposed to strengthen software engineering students' abilities to study themselves and practice innovatively. Firstly, the process of MOOC development in China is introduced. The distinguishing feature and effect of MOOC teaching are analyzed, followed by the comparison with traditional class. The online Plus offline blending teaching pattern is the combination of online self-study on MOOC before class, seminar study of flipped classroom in class and the summary after class. With the demonstration of a typical case, a progressive strategy is given to implement blending teaching. Finally, the blending teaching pattern is assessed from multiple perspectives, of which both advantages and disadvantages are dissected. Through primary exploration, introducing online study and flipped classroom, blending teaching plays a positive role in software engineering teaching, which means traditional teaching pattern is changed. Meanwhile, students' innovative consciousness and practical ability are inspired. Nevertheless, new problems arise, so that intensive practice and improvement are necessary.

将Flipped Class Model引入高校网球教学的SWOT分析

将Flipped Class Model引入到高校网球课教学,有助于激发学生对高校网球项目课学习的积极性,增强学生网球项目课学习的自主性,加强师生间的交流。运用SWOT态势分析法,将Flipped Class Model引入到高校网球教学,将会促进教师教学能力提高、教学过程中教师和学生角色转换、学生学习习惯改变等。

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis

Background: The flipped classroom has generated considerable interest in nursing education in the last few years, especially in higher education in China. However, research to date has been insufficient to confirm the effectiveness of the flipped classroom approach. Since most of the Chinese studies are published in Chinese journals, they may not be easily accessible to international researchers. Therefore,this meta-analysis aimed to review the effectiveness of a flipped classroom in nursing education both in English and Chinese databases.Objective: The aim of the present study was to identify the robust available evidence about the effectiveness of flipped classrooms in nursing education through a systematic review and meta-analysis.Methods: A systematic search of English databases, including PubMed, EMBASE, Science Director,CINAHL and Google Scholar, and Chinese databases, including Chinese National Knowledge Infrastructure(CNKI), WanFang Data, VIP Information and Chinese Biomedical Literature(CMB), were conducted to identify peer-reviewed studies that met the inclusion criteria. Two reviewers independently performed study identification with Endnote X7 software and used Excel to extract data. The risk of bias in the included studies was assessed with Cochrane Collaboration's risk of bias tool, and a meta-analysis was conducted using RevMan 5.3 software following the guidelines proposed by PRISMA reporting standards with the protocol register No. CRD42016041826.Results: A total of 29 studies were included in systematic review. There was a significant postintervention improvement in academic performance both in knowledge with a pooled random-effects standardized mean difference of 1.13 and skills with a pooled random-effects standardized mean difference(SMD) of 1.68. Students' self-learning abilities were also improved with a pooled random-effects SMD of 1.51 compared with traditional lecture. In the subgroup analysis, we found that the effect sizes had high fidelity in terms of nursing degrees and research settings. There was a high rating of flipped classroom pedagogy from teaching evaluations, study satisfaction, study attitude and improvement in critical thinking and problem-solving skills.Conclusions: These results indicated that a flipped classroom might help nursing students improve in knowledge, skills, attitudes, self-learning, study satisfaction, critical thinking and problem-solving skills.We recommend adopting this approach for nursing education reform. There is a call for robust empirical research and unification of appraisal standards for further support of the effectiveness of the flipped classroom. Furthermore, a meta-regression analysis is also recommended to explore the sources of heterogeneity in included studies.