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英国工程论文代写:学习文化和灵活环境

在考虑传统的以教师为中心的模型时,教师是信息获取的重要来源(Siegle, 2014)。与此相反,翻转学习的模式是从以教学为基础,以学习者为中心的学习方式的转变。翻转课堂中投入大量的课堂时间,探索更深层次理解的主题,创造丰富的学习机会(Camel, 2011)。因此,学生在参与的同时,能够积极参与到知识的建构中,能够以一种建立个人意义的方式来评价自己的学习(Shannon, 2013)。


英国工程论文代写 :学习文化和灵活环境

翻转学习在许多不同的学习模式中都有帮助。教育工作者可以重新安排他们的学习空间的单位或课程住宿,并支持独立学习或小组学习(萨默维尔,2012)。它们有助于创造灵活的空间,学生可以在其中选择任何形式的学习必须在何时何地进行(Cacciamani, 2011)。除此之外,教育者还有翻转课堂的能力。这是他们在学生学习的预期时间范围内以及在评估每个学生的学习需求时经常享有的灵活性。


英国工程论文代写 :学习文化和灵活环境

When considering the traditional teacher-centralized model, the teacher can be identified as a crucial source from whom information is obtained (Siegle, 2014). In contrast to the same, the model of flipped learning is a shift from instruction based approach that focuses on learner centric approach. There is dedication of in-class time within flipped classroom in order to explore topics with deeper understanding and to create rich opportunities of learning (Camel, 2011). Due to this, students are able to have an active involvement in the construction of knowledge as they have participation and are able to evaluate their learning in a way that there is establishment of personal meaning (Shannon, 2013).


英国工程论文代写 :学习文化和灵活环境

Flipped learning helps in a number of different modes of learning. Educators can physically rearrange their learning spaces for the accommodation of units or lessons, and for either supporting independent study or group study (Somerville, 2012). They help in the creation of flexible spaces within which students make the choice of where and when any form of learning has to take place (Cacciamani, 2011). In addition to this, the educators have the ability of flipping their classes. This is a flexibility they often enjoy within the expected timelines of student learning and while assessing the learning requirement of each student.