本文主要讲学生对反转课堂的认知，然而，当学生开始观看视频讲座后，两个班级的成就感与期末考试有一些相似之处，并且与前几个学期相比更高(Burk, 2011)。这些学生包括参加传统方法课程的学生。在总结主要研究结果时，我们发现两门课的学生都表现出对翻转课堂的偏好，而不是传统的授课方式，即使没有来自教育工作者改变学习习惯的压力。本篇代写文章由英国论文时Essay Times教育网整理，供大家参考阅读。
However, after the students started watching the video lecture, the sense of achievement in both the classes had some similarity with the final exams, and was higher in comparison with prior semesters (Burk, 2011). These included students who attended the class of traditional method. In summarizing the key findings, it had been found that students attending both the courses showed preference in the flipped class rather than traditional approach of lecture, even in the absence of any pressure from the educator in changing the habits of studying.
In addition to this, students under the two courses had similar achievement on exams, even if a single section related to the course did not require the component underlying active learning within the class (Cacciamani, 2011). However, it had been noted that the learning under peer support within the daily groups of after class-study might have helped in making up for such absence. In another research that focused on the perspectives of student underlying flipped class, the students studying in flipped classes were interviewed by Fulton (2012) in Illinois at Byron High School.
It had been reported by the students that they appreciated the additional support they obtained from the educator in class and they also liked working on the lessons, considering their own speed, and preferring to make key contribution in discussions of the class instead of just listening to a lesson (Camel, 2011). This gave them the feeling that they were successful in learning better in comparison with other classes following the traditional approach. Students also showed preference in the approach of flipped class when there had been filming of videos by the teachers as the students showed willingness in watching the video at home as well (Code & Zaparyniuk, 2009).