馬秀麟、趙國慶、鄔彤。中國遠程教育，2013。 翻轉課學有利於解決「因材施教」的問題，學生能自主地根據自己的學習進度、認知風格選擇知識點，從而開展學習，有利於培養學習者的自主學習能力。 翻轉教學對學生寫作、創新能力、探究能力的培養具有促進作用。 同時，翻轉教學也有一定的困難，例如對老師和學生的要求較高。 閱讀全文
Category: MOOC
「翻轉課堂」教學模式的關鍵因素探析
張金磊。中國遠程教育，2013。 教學視頻的應用吸引了人們過多的目光。然而，在翻轉課堂中，對學生學習最有益的改變並不是在課前的學習，而是課堂活動。 以下是一個美國小學社會文化課程「領地宣傳項目」的課程設計。 閱讀全文
「翻轉課堂」在大學教學中的應用研究：以教育技術學專業英語課程為例
汪曉東、張晨婧仔。 翻轉教室促使教師角色產生變化，傳統上，老師不僅需要完成內容的教授，還要編寫教材，但現在，老師扮演指導者和活動組織者，甚至連內容講授的工作也可以交給教學視頻去完成。 閱讀全文 [汪曉東, 張晨婧仔. (2013). 「翻轉課堂」在大學教學中的應用研究：以教育技術學專業英語課程為例. 現代教育技術, 23(8), 11-16.]
Will Video Kill Classroom Stars? The Threat and Opportunity of Massively Open Online Courses for Full-time MBA Programs?
Christian Terwiesch, and Karl T. Ulrich. The Wharton School, University of Pennsylvania, 2014. The focal technology relevant to business schools is not the MOOC but rather a technology embedded within the MOOC. Read The Treat and Opportunity of MOOCs. Read Read More …
「翻轉教堂」教學模式在思想理論課上的實踐與思考
劉震、曹澤熙。現代教育技術，2013。 翻轉教學是一種全新的教學理念和教學模式，用在思想政治理論課上，效果會是怎樣的呢？ 閱讀全文
Stanford Online 2013 in Reviews
Harnessing New Technologies and Methods to Advance Teaching and Learning at Stanford and Beyond. Pioneering new ways to harness technology to advance teaching and learning at Stanford — and beyond. We are thinking broadly about how we will best educate students Read More …
Monitoring MOOCs: Which Information Sources Do Instructors Value?
Kristin Stephens-Martinez, Marti A. Hearst, Armando Fox Quantitative data sources such as grades, although useful, are not sufficient. Understanding the activity in discussion forums and student surveys was useful. Chat logs were not seen as useful. The same sources of Read More …
Initial Experiences with Small Group Discussions in MOOCs
Seongtaek Lim, Derrick Coetzee, Bjorn Hartmann, Armando Fox, and Marti A. Hearst Classroom-based peer learning relies on students being in the same place at the same time to form peer discussion groups, but this is rarely true for online students Read More …
How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos
Philip J. Guo, Juho Kim, Rob Rubin Shorter videos are much more engaging. Videos that intersperse an instructor’s talking head with slides are more engaging than slides alone. Videos produced with a more personal feel could be more engaging than Read More …
Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses
Rene F. Kizilcec, Chris Piech, and Emily Schneider Learners in MOOCs who do not adhere to traditional expectations, centered around regular assessment and culminating in a certificate of completion, count towards the high attrition rates that receive outsized media attention. Read More …