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翻轉教室與傳統教學對瑜伽課程學生學習動機、認知負荷與自我效能之影響
Impact of Flipped Classroom and Traditional Teaching on Students' Learning Motivation, Cognitive Load and Self-Efficacy During Yoga Courses
Abstracts
傳統教學中教師講授知識、學生被動接收訊息容易造成認知負荷過高，而翻轉教室強調學生課前自主學習、課堂互動和練習能有效降低外在認知負荷。本研究旨在探討不同教學模式（翻轉教室與傳統教學）及作業安排（有作業與無作業）對大學生瑜伽課程學習動機、認知負荷和自我效能的影響。研究對象為臺灣北部某綜合大學修習瑜伽課程的194位學生，大部分學生具備基本的瑜伽動作技能，少數為初學者。研究採用準實驗設計，將班級隨機抽籤分派為：翻轉教室有作業組（53人）、翻轉教室無作業組（56人）、傳統教學有作業組（52人）及傳統教學無作業組（33人），分析不同教學模式和作業安排對學生認知負荷、學習動機和自我效能的影響。研究結果顯示，翻轉教室能有效降低學生的認知負荷，然而對學習動機與自我效能並未帶來顯著提升，顯示可能需要更長期或更深入的教學介入；同時，作業安排雖在理論上可輔助課前學習並減少外在認知負荷，但其效果並不顯著。本研究結論為教師在實施翻轉教室前應充分評估教學能力與課程難度，適度調整作業量與難度，並在課堂中納入高層次思考與互動活動，協助學生在自主學習與同儕合作中深化理解與能力感。
Parallel abstracts
Traditional teaching, in which the teacher teaches and students passively receive information, is likely to result in high cognitive load. In contrast, the flipped classroom approach emphasizes students' self-directed learning before class, on the premise that classroom interaction and practice can effectively reduce the extraneous cognitive load. The study adopts a quasi-experimental design while analyzing the impact of different teaching modes (flipped vs. traditional) and assignment arrangements (with and without homework) on learning motivation, cognitive load, and self-efficacy for undergraduates in a yoga program. The study was conducted with 194 students in yoga courses at a comprehensive university in northern Taiwan. Most students had basic yoga movement skills, though a few were beginners. Classes were randomly assigned to use one of four methods: a flipped classroom with homework group (53 students), a flipped classroom without homework group (56 students), a traditional teaching with homework group (52 students), and traditional teaching without homework group (33 students). The results of the study showed that the flipped classroom was effective in reducing students' cognitive load, but did not bring about significant improvement in learning motivation or self-efficacy, perhaps suggesting a need for longer or more in-depth teaching interventions. Meanwhile, although the arrangement of assignments could theoretically assist pre-session learning and reduce extraneous cognitive load, no significant effect was found. We conclude that before implementing the flipped classroom, teachers should fully assess their teaching ability and the difficulty level of the curriculum, appropriately adjust the amount and difficulty level of the assignments, and incorporate higher-level thinking and interactive activities into the classroom. This will help students deepen their understanding and sense of competence through self-directed learning and peer co-operation.