本篇文章講的是主動學習，許多采用翻轉課堂教學方法的研究人員和教育工作者認為，主動學習是非常重要的。但是，有人斷言，在適當和具體的情況下，有一些直接指示的餘地。然而，考慮到杜威(1902)在課堂上對積極參與學習和提供內容之間的平衡的關注，在新學生面前引入新內容的方法是需要的(Cacciamani, 2011)。然而，當遵循以學生為中心的學習方法時，會花費大量的時間。本篇論文代寫行情文章由美國論文通AssignmentPass輔導網整理，供大家參考閱讀。
A number of researchers and educators who have followed the approach of flipped class believe that active learning can be considered important. However, it has been asserted that there is some scope for direct instruction, under appropriate and specific circumstances. However, considering the concerns by Dewey (1902) regarding balance in classroom between active engagement in learning and delivery of content, there is clarity in the fact that a method is needed for the introduction of new content in front of new student (Cacciamani, 2011). Yet, a lot of time is consumed when following learning approaches centered to student.
In a number of cases, there can be introduction of content by activities of experiential learning, but there are a number of areas related to higher education in which there can be recommendation in direct instruction related to complex concepts (Butt, 2014). Further ahead, it had been asserted by Berrett (2012) that delivery of content are not supposed to be the key goal of the educators. Rather, educators should be providing the accessibility of content while assisting in unpacking the content. In assisting the students for deeply thinking about the content, an educator should be putting in effort for both, methods of questioning and the provision of direct feedback (Burk, 2011). Educators should be having long used tactics of questioning across large lectures for compelling the students to consider the material provided before class, so they may prepare themselves with the basics.
The study of material before class may also assist the students in activation of prior knowledge related to a topic, and being active in discussions of the class (Burch, 2013).In the year 1975, Eric Mazur had been frustrated when a physics concept had been explained to the students a number of times, and they were not able to understand even the most basic explanation of the concept. He asked them to turn to the person sitting next to them, and persuading each another to arrive at a correct explanation of the concept. It had been found by Mazur (2009) that even such minor efforts of peer collaboration result in greater understanding and engagement among students even if the topic is extremely complex.
This method was termed by him as peer instruction and did believe in following the approach in which an educator reads out the content loud in front of the whole class (Bozalek, 2013). The students were asked to read the text book and watch some videos before they came to class, so they could consider spending some time for discussion about the content with one another, rather than just going through and listening to any lecture (Bishop & Verleger, 2013). It had been noted by Mazur that as educators obtain expertise across the fields, they forget which types of breakdowns and misconceptions are faced by students in learning. And hence, more often student obtains a better position of knowledge establishment by supporting one another (Berrett, 2012).
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