Literaturnachweis - Detailanzeige
| Autor/inn/en | Jin, Leili; Gao, Yang; Liu, Tongtong; Creed, Peter A.; Hood, Michelle |
|---|---|
| Titel | A Comparison between Flipped and Lecture-Based Course Delivery of a Career Development Programme for Chinese Undergraduates |
| Quelle | In: British Journal of Guidance & Counselling, 50 (2022) 6, S.916-932 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Gao, Yang) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0306-9885 |
| DOI | 10.1080/03069885.2021.1934398 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Career Development; Flipped Classroom; Lecture Method; Comparative Analysis; Outcomes of Education; Information Dissemination; Career Exploration; Career Choice; Decision Making; Instructional Effectiveness; China; Career Decision Making Difficulties Questionnaire |
| Abstract | Existing research on the effectiveness of career courses often lacks evidence on the comparative effects of different pedagogical formats. This study compared the effects of a flipped classroom approach to a traditional lecture-based approach for delivering a career course among Chinese undergraduate students. A longitudinal quasi-experimental field design was used to assess changes in the career outcomes between the flipped and non-flipped groups over three time points (pre-, post-, and two-month follow-up). Mixed-factorial ANOVAs showed the overall effects were stronger immediately post-course and at the two-month follow-up for the flipped approach, although both course designs decreased lack of career information and increased environmental exploration. The study suggests that the flipped classroom design has the potential to outperform traditional teaching approaches. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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