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The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible. Active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Student perceptions of the flipped classroom are somewhat complex, but are mainly positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. This paper provides course teaching design in universities of China based on the thought of the flipped classroom. Studies are characterized on several dimensions. It suggests that student learning is improved for the flipped compared to traditional classroom. It proposes to study the analysis of teaching effects with different patterns of Chinese university course. It also recommends that teachers consider carefully for leadership of univer sity courses theory frame of the class activities design.

Research on Course Teaching Design in Universities of China Based on the Flipped Classroom