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題名:翻轉教室之個案研究 – 以台灣某國立大學之線上同步與非同步教學為例
作者:李梅蘭
作者(外文):Mei-Lan Lee
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:姜 得 勝
學位類別:博士
出版日期:2018
主題關鍵詞:翻轉教室傳統教室線上遠距學習同步非同步flipped classroomtraditional classroomonline distance learningsynchronousasynchronous
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本研究為一以線上同步與非同步教學為例之翻轉教室應用在台灣某國立大學之個案研究。此教學模式與傳統教室在課程設計、師生互動及學習評量面向均有顯著的不同。此研究最主要的目的在探討翻轉教室的價值,如何有效地執行此種新型的教學模式,以及學生對此種新型的教學方式之反應。更重要的是,研究者希望透過本研究,了解此種翻轉教學模式是否適用於所有的科目與年齡層,並找出促使此種教學模式成功的要素
為達到研究目的,研究者採取混合式研究方法,包含透過問卷方式取得的基本量化資料,同時,詳細的質化資料則按照半結構問卷的內容,逐一訪談個案中的十五位參與者。另外,針對實際設計並執行此課程的教授,進行開放式的訪談,以探究其教學理念與設計此種線上遠距教學課程的緣由。因為此個案為小樣本,故在進行量化資料分析時以無母數分析為基礎,因此無法針對所研究的結論作常態推論。另外,個案的課程觀察筆記,由參與課程學習者之一的研究者詳實紀錄以達三角校正之目的。
一般而言,本研究所有的參與者對此種新型的教學模式均抱持正面的看法。從研究的結果得知,此種教學法最大的益處在於效率與彈性。學生們從此課程中獲得更多的知識,並對此課程產生更濃厚的興趣。研究結果同時顯示,技術上的支援和教師個人的投入為此種翻轉教學模式的兩個關鍵因素。然而結果也顯示,此種教學模式並非適用於所有科目與所有的年齡層。研究結果顯現,此種課程也許比較適合性格較獨立和成熟的學生,而非年紀較小的學習者。 翻轉並非將所有的一切全部推翻,而是在老師「教」與學生「學」的過程中,設計讓學生可跨越時空限制的自主學習,使得學生能更有效的掌握自己的學習進度。
由於此為針對運用線上同步與非同步教學之特殊的翻轉教室之個案研究,所有的研究對象均為研究所階段的成人學習者,因此,此研究的結果並不適合被用來推論運用於不同教學設計或針對所有年齡層的學習者的翻轉教室。尤其,翻轉教育的議題過於龐大,以致於無法用單一的研究闡明清楚。最後,研究者根據此研究的結果與發現,針對此種運用線上同步與非同步之教學模式,對相關的政府機關、學校、教師、學生及未來的研究提出實質的建議。
The research is a case study of the flipped classroom using synchronous and asynchronous instruction in a national university in Taiwan. It is different from the traditional classroom setting in terms of the course design, the interaction and the assessment. The purpose of this research is to find out the value of the flipped classroom and how the course can be conducted effectively and the how the students react to the new form of instruction. More importantly, the researcher hopes to find out if it is suitable for all subjects or all age groups and factors that have crucial influence on the success of the flipped classroom.
In order to achieve the research goal, a mixed method is used. Basic quantitative data was collected from questionnaires along with a more detailed qualitative data gathered from semi-structured interviews with each of all the 15 participants in this case. An open interview was conducted with the professor who taught the course to find out his philosophy in creating such an online distance course. Since small sample sizes are used to analyze nominal data, a nonparametric test is used in this case. Thus it makes no assumptions about the probability distributions of the variables being assessed. Class observation notes were recorded by the researcher to be used as another source for triangulation check.
Generally speaking, most of the participants have a positive view of this new form of educational instruction. The biggest advantages of the flipped classroom is efficiency and flexibility and students learn more and become more interested in the subject after taking the course. The research also finds that technical support and personal devotion are two key factors which lead to success of the flipped classroom. However, the result indicates that it may not be a teaching method suitable for all subjects or all age groups. The results show that it is more suitable for mature and independent learners, not young learners. Flipping the class doesn’t mean turning everything upside down. It is a learning and teaching process which allows students to learn independently beyond the boundary of time and space so that they are able to take more control of their own learning.
Since it is a case study of a particular kind of flipped classroom using online synchronous and asynchronous instruction and the participants are all adult learners in postgraduate level, the results may not be over interpreted about the flipped classroom using other kinds of class designs or applied to a different age group. The issue is too broad to be elaborated fully in one single research. Nevertheless, based on the research results and findings, the researcher does provide substantial suggestions for the government, school, teacher, students, and even future study that are concerned about the flipped classroom using online synchronous and asynchronous instruction.
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