本研究探討於「課前」或「課中」實施翻轉教室對自律學習數學的過程與成效的差異,以新竹市某國中七年級三個班級為對象,編輯均一平臺「一元一次方程式」為七週主要教材,以Edpuzzle平臺進行教學。兩班實驗組分為課前(家中)、課堂中進行課前預習與練習,另一班為控制組維持傳統教學。實驗後以前後測成就測驗及問卷探討不同組間的差異,同時對實驗班的數學教師與學生進行訪談。結果發現三組在學習成效上無顯著差別,只有先前數學能力可顯著影響學習效果,但實驗組學生皆認為翻轉教學與平臺可以幫助學習,並肯定影片插入問題、提供回饋(進度與作答情形)的功能。課中組在自我學習安排、完成影片及學習態度上優於課前組;課前組在觀看影片次數上多於課中組。
This study assessed the learning process of seventh graders and the effects of using flipped classrooms preclass and in-class as a quasiexperiment. The study involved three classes of junior high school students in Hsinchu. Two classes were chosen and divided into two groups: preclass (watching online lectures from home) and in-class (engaging in the online course from the classroom). The other class maintained a traditional learning environment as the control group. After the 7-week experiment in which students and teachers were interviewed, no significant differences on the effects of flipped classrooms appeared between the preclass and in-class groups. However, significant differences appeared between the preclass and in-class groups on improved learning attitude, a higher proportion of completion, and the effects of self-regulated learning.