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題名:結合翻轉學習與網路社群教學策略對中等學校生活科技課程學習成效影響之研究
作者:陳元泰
作者(外文):Chen, Yuan-Tai
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2015
主題關鍵詞:翻轉學習網路社群問題導向學習學習態度自我導向學習臉書flipped learningInternet communityproblem-based learninglearning attitudeself-directed learningFacebook
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面對全球化數位知識洪流衝擊,學習型態不再以教師為中心,而是強調以學生為主體之自主學習、主動學習模式,翻轉學習便是以學生為中心之教學模式,且為現今歐美教育熱烈討論之議題,但僅於實施方法,尚需更多之研究內涵支持其學習理論架構。有鑑於此,本研究針對高中生活科技課程,探討結合翻轉學習與網路社群之教學策略對學習者學習成效表現之影響。
本研究採用準實驗研究法,以中部某女子中學二年級三個班級學生為樣本,隨機分派2班為實驗組、1班為控制組,共計135名,接受為期8週共計16小時的營建科技之電腦輔助工程橋樑設計實驗課程。實驗組A採用結合翻轉學習與網路社群-臉書(Facebook)教學策略,實驗組B採用結合翻轉學習與網路學習平台(e-Class)教學策略,控制組採傳統教學。透過量表之前後測、半結構訪談及課後線上開放式心得感受回饋調查之量化與質性資料蒐集與統計分析,藉以探究翻轉學習教學策略在高中生活科技課程之學習成效。
研究結果如下:(1)結合翻轉學習與網路社群之教學策略,有助於提昇高中生活科技課程學習者之自我導向學習傾向、學習態度及學習互動(情意)。(2)結合翻轉學習與網路社群教學策略,對高中生活科技課程學習者之成就測驗成績提昇有幫助(認知)。(3)結合翻轉學習與網路社群之教學策略,有助於提昇高中生活科技課程學習者問題解決能力(技能)。(4)翻轉學習教學策略能有效提昇問題導向學習活動於高中生活科技課程之學習成效。(5)翻轉學習能有提供彈性的學習環境與時間,讓學習者進行更有效率的學習。(6)翻轉學習能引導學習者主動學習,在課前學習及同儕或教師討論互動的過程中,建構個人知識,形成新的學習文化。因此,結合翻轉學習與網路社群之教學模式可有效提昇高中生活科技課程學習,確能讓學習者在學習過程中獲致比傳統課堂講述教學更顯著之學習成效。
This study applied a quasi-experimental mixed-method research design with a pretest-posttest to investigate whether the instructional strategy of integrating the Internet community into flipped learning could bring positive learning outcomes. Participants of this study were female 11th graders, from three classes in a local high school in Taiwan. Two classes were randomly selected as the experimental group A (n=46) and B (n=44); the other class served as the control group (n=45). The duration of the study was 8 weeks, with 2 hours allotted for each week. Using both quantitative and qualitative method to explore the learning performance adopted flipped learning approach in high school technology course from the statistical analysis results of pretest-posttest survey, students’ learning experience feedback and semi-structured interview records.
To evaluate the effectiveness of the proposed approach, an experiment was conducted to examine the students’ learning performance. According to the experimental results, the flipped leaning approach not only benefits the students in promoting their learning attitudes, problem solving ability and interactive learning, but also improves their learning achievement and self-directed learning owing to the provision of the knowledge organizing and sharing embedded in the flipped learning with the Internet community environment. In addition, the flipped learning approach in this study provides more time and flexible learning space for the students to prepare before class, discuss and share with peers to construct their own knowledge, complete in-class PBL activities and improve their learning to become more active and effective, further change the learning culture. This study suggests that integrating the Internet community into the flipped learning approach could be a feasible and effective instructional model and would be a good supplementary method of instruction for conventional high school engineering courses in Taiwan.
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