نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 گروه مهندسی عمران، دانشکده فنی و مهندسی، دانشگاه بناب، آذربایجان شرقی

2 گروه معارف و دروس عمومی، دانشگاه بناب، آذربایجان شرقی، ایران.

10.22047/ijee.2021.241332.1763

چکیده

یکی از موانع یادگیری عمیق دانشجویان در مقطع کارشناسی، نقش منفعلانۀ آنها در کلاس است. در ایام دنیاگیری کووید-19 و با برگزاری کلاس‌های برخط، که نقش مخاطب در آن کمتر از کلاس‌های حضوری است، این مشکل نمود بیشتری پیدا کرده است. در این مقاله، تأثیر کلاس درس معکوس برخط بر یادگیری و رضایت دانشجویان مهندسی عمران در مقطع کارشناسی که درس زبان تخصصی مهندسی عمران در دانشگاه بناب را اخذ کرده بودند بررسی شد. این طالعۀ نیمه‌تجربی با حضور 35 دانشجو در نیم‌سال دوم سال تحصیلی 99-98 برگزار شد. کلاس مربوط به همین درس که در گذشته توسط همین مدرس و به شیوۀ سنتی ارائه شده بود، به‌عنوان کلاس کنترلی جهت مقایسه نتایج انتخاب گردید. داده‌های حاصل از نمرات آزمون‌های کلاسی و پایا‌‌نی به ‌همراه پرسش‌نامه‌های تکمیل‌شده توسط دانشجویان به روش‌های آماری تحلیل شد و نتایج نشان داد که در جلسات آغازین، میانگین نمرات آزمون‌های کلاسی در روش معکوس نسبت به کلاس تدریس سنتی اختلاف چشم‌گیری نداشت. در کلاس برخط معکوس، اختلاف آماری معناداری میان نتایج آزمون‌های کلاسی آغازی نسبت به آزمون‌های کلاسی بعدی وجود داشت. با وجود اینکه نمرات آزمون‌های کلاسی بعدی و آزمون پایانی در کلاس معکوس نسبت به کلاس سنتی بالاتر بود اما این افزایش از لحاظ آماری معنادار نبود. اظهارات دانشجویان حاکی از رضایت آنها از برگزاری کلاس برخط به روش معکوس نسبت به دیگر کلاس‌های برخط سنتی بود. البته از نظر دانشجویان ایرادهایی به کلاس معکوس برخط وارد بود که اغلب ناشی از تجربه‌ اندک افراد در به‌ کارگیری این روش می‌شد.

کلیدواژه‌ها

عنوان مقاله [English]

INVESTIGATING THE EFFECTS OF FLIPPED METHOD IN ONLINE COURSE ON STUDENTS’ LEARNING AND SATISFACTION DURING COVID-19 PANDEMIC- A CASE STUDY: TECHNICAL ENGLISH COURSE FOR CIVIL ENGINEERING (B.S.

نویسندگان [English]

  • Somayeh Mollaei 1
  • Zahra Fakher Ajabshir 2

1 Department of Civil Engineering, university of Bonab, East Azerbaijan, Iran.

2 Department of Islamic Studies and General Courses

چکیده [English]

One of the barriers to deep learning of undergraduate students is their passive role in the classroom. Especially, in the compulsory online classes during the COVID-19 pandemic, students are less active compared with face-to-face classes. Here, the effect of online flipped classrooms on the learning and satisfaction of undergraduate civil engineering students was investigated. A semi-experimental study was conducted with 35 civil engineering students who took technical language course at University of Bonab. The same course, which was previously presented by the same instructor using a traditional lecture-based method, was selected as the control group to compare the results. The data obtained from the scores of quizzes and final exams as well as the questionnaires completed by the students were analyzed statistically, and the results indicated that in the initial sessions, the mean scores of the quizzes in the flipped method did not differ significantly from those of the traditional class. In the flipped online class, there was a statistically significant difference between the results of the initial quizzes compared to the subsequent ones. Although the scores of the subsequent quizzes and the final exam in the flipped class were higher than those obtained in the traditional class, it was statistically insignificant. The students’ statements indicated their satisfaction with the online class using flipped model compared to their other traditional online classes. However, there were some objections to the online flipped class, which were often due to lack of experience of the students and the instructor in using the method in cyberspace.Keywords: Personal knowledge management, employability, students, engineering education, academi achivement.

کلیدواژه‌ها [English]

  • Flipped Learning
  • On-line Classroom
  • teaching method
  • Civil Engineers’ Technical English
  • COVID-19 pandemic
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