HỌC TẬP ĐẢO NGƯỢC TRONG MỘT KHÓA HỌC CHUYÊN NGÀNH TẠI ĐẠI HỌC: MỘT NGHIÊN CỨU ĐỊNH TÍNH

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Tác giả: Thị Ngọc Điểm Hoàng, Thùy Linh Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.376 - 383

Bộ sưu tập: Metadata

ID: 339999

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Flipped learning is a pedagogical approach that has gained increasing attention in recent years, particularly in the context of tertiary education. This study aimed to investigate the implementation of the flipped classroom model in a tertiary-level course with 27 students, and to examine their attitudes and perceptions towards this approach. The research utilized qualitative methods, including interviews with the teacher and students, and document analysis, to gather data about the implementation of flipped learning. The findings suggest that flipped learning is a valuable approach in tertiary education, with students responding positively to its engaging, active and beneficial learning environment. The students perceived a range of benefits, including improved language and subject knowledge, enhanced self-directed learning, and the development of critical thinking and presentation skills. The study recommends enhancing the flipped learning experience by providing ample references in advance, mandating pre- and post-class tasks, creating engaging and interactive tasks during class, and using positive reinforcement such as checking and bonus scores. Addressing potential issues, such as student motivation and language proficiency limitations, can be achieved through interventions such as providing information technology tools for language support.The findings of this study highlight the potential of the flipped classroom model to enhance learning outcomes, promote learner autonomy, and foster soft skill development in tertiary education.Nghiên cứu này điều tra việc triển khai học tập đảo ngược trong một khóa học đại học với 27 sinh viên, nghiên cứu thái độ, quan điểm của người học và người dạy đối với phương pháp này. Nghiên cứu sử dụng phương pháp định tính, bao gồm phỏng vấn và phân tích tài liệu. Các phát hiện cho thấy phương pháp này có hiệu quả khi sinh viên phản ứng tích cực với môi trường học tập chủ động, và nhận thấy nhiều lợi ích, bao gồm cải thiện ngôn ngữ và kiến thức môn học, nâng cao khả năng tự học, phát triển tư duy phản biện và kỹ năng trình bày. Nghiên cứu khuyến nghị phát triển mô hình bằng cách cung cấp trước nhiều tài liệu tham khảo, thực hiện các nhiệm vụ bắt buộc trước và sau giờ học, tạo các nhiệm vụ tương tác và hấp dẫn trong lớp và sử dụng biện pháp củng cố tích cực như kiểm tra và điểm thưởng. Có thể giải quyết các vấn đề về động lực của người học và hạn chế về trình độ ngôn ngữ qua cung cấp công cụ công nghệ hỗ trợ ngôn ngữ. Những phát hiện của nghiên cứu này nhấn mạnh tiềm năng của mô hình học tập đảo ngược trong nâng cao kết quả học tập, thúc đẩy sự tự chủ của người học và thúc đẩy phát triển kỹ năng mềm trong giáo dục đại học.

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