應用翻轉教室於大學資料科學課程之學習行為與滿意度分析

Flipped Classroom in a Data Science Course: Learning Behavior and Satisfaction Assessment

曾意儒(Yi-Ju Tseng) ； 石家安(Chia-An Shih)

《科學教育學刊》 29卷4期 (2021/12) Pp. 375-396

https://doi.org/10.6173/CJSE.202112_29(4).0004

摘要

為解決傳統單向學習方式導致學生無法將所學與實務結合的問題，許多學者提倡翻轉教室，以課前學、課中實作的概念進行。儘管多篇研究指出翻轉教學能改善學習體驗，並可透過課堂活動評估學習成效，但也可能使老師難以掌握學生的學習狀態與行為，且翻轉教學應用於資料科學課程認同度與滿意度仍未知。因此，本研究應用翻轉教學法於大學資料科學課程（2019年2月至6月），蒐集學生觀看教學影片的紀錄，瞭解學生在課前的學習模式和行為，最後發放問卷進行滿意度調查，分析實施翻轉對學習滿意度與認同度的影響。分析影片數據發現有62%到100%的學生會於課前觀看指定影片，部分學生會重複觀看影片（1.4～1.7次），且多數學生會於實作及練習題片段重複觀看。此外，部分學生會觀看影片複習考試範圍（38%～68%），以及在做期末專案時觀看影片複習特定資料分析技術（34%）。根據問卷結果得知多數同學喜歡翻轉教室（4.2分），並表示會因看不懂（4.6分）、需要思考時間（4.6分）等因素而重看或暫停影片。多數學生認同課前觀看影片可以幫助學習R語言（4.3分），且認同翻轉教學法可以幫助學習使用R做資料分析（4.3分）。透過本研究，瞭解學生於線上學習資料科學課程的模式，並且得知翻轉教室能提升資料科學課程的學習滿意度與認同度。

關鍵字

程式設計 ； 資料科學 ； 數位學習 ； 學習行為 ； 翻轉教學

並列摘要

Traditional programming education is focused on lecturing the basic grammar of a program. In most programming courses, students do not have enough time to practice and improve their logical thinking skills. As a result, more and more teachers are beginning to advocate the use of the flipped classroom strategy, which seeks to address problems associated with time when teaching logical thinking skills in programming and data science courses. Investigators in this study applied the flipped classroom strategy in an undergraduate-level ＂Big Data Analytical Methods＂ course in 2019. Investigators provided pre-recorded instruction videos to students throughout the course. These videos provided students with an opportunity to adjust how they learned the content of the course based on their individual learning needs. Investigators evaluated whether the flipped classroom strategy was able to improve students' learning efficiency by analyzing each student's pre-recording videos viewing record and their responses to a subjective learning effectiveness questionnaire. Sixty-two to 100 percent of students watched the learning videos before attending class instruction. In the programming and exercise sections, students re-watched the video (1.4-1.7 times). The course videos were re-watched by 38%-68% of students before the midterm. The questionnaire showed that most students liked the flipped classroom strategy (4.2/5.0) and paused or re-watched the video if they had questions about its content (4.6/5.0). In comparison to the midterm questionnaire, more students agreed that the flipped classroom strategy was helpful in the R programming language (4.3/5.0). Based on the results, the flipped classroom improved learning efficiency and satisfaction and could be applied to the other programming courses.

並列關鍵字

Programming Course ； Data Science ； E-Learning ； Learning Behavior ； Flipped Classroom

參考文獻

張其棟、楊晉民(2016)。翻轉學習在大學微積分課程之實現與初探。臺灣數學教育期刊，3(2)，55-86。doi:10.6278/tjme.20161005.003[Chang, C.-T., & Yang, J.-M. (2016). Flipping the classroom in a calculus course. Taiwan Journal of Mathematics Education, 3(2), 55-86. doi:10.6278/tjme.20161005.003]

楊書濠(2016)。歷史課程與翻轉教學：以文藻外語大學「歷史文化與生活」課程為例。通識學刊：理念與實務，4(1)，75-99, 101-103。doi:10.6427/JGECP.201603_4(1).0003[Yang, S.-H. (2016). History class and flipped classroom: At Wenzao Ursuline University oflanguagesin history class. Journal of General Education: Concept & Practice, 4(1), 75-99, 101-103. doi:10.6427/JGECP.201603_4(1).0003]

廖羽晨(2009)。批判思考教學法的歷史課程設計。歷史教育，15，97-118。doi:10.6608/THE.2009.015.097[Liao, C.-C. (2009). Pipan sikao jiaoxuefa de lishi kecheng sheji. Lìshǐ jiàoyù, 15, 97-118. doi:10.6608/THE.2009.015.097]

簡麗瑜(2018)。護理系學生的生物統計翻轉教學成效：學習深度的改變。教學實踐與創新，1(1)，119-153。doi:10.3966/261654492018030101003[Chien, L.-Y. (2018). Effects of a flipped classroom for nursing students studying biostatistics: Changes in depth of learning. Journal of Teaching Practice and Pedagogical Innovation, 1(1), 119-153. doi:10.3966/261654492018030101003]

Cleveland, W. S., Grosse, E., & Shyu, W. M. (2017). Local regression models. In J. M. Chambers & T. J. Hastie (Eds.), Statistical models in S (pp. 309-376). Boca Raton, FL: Routledge. doi:10.1201/9780203738535