- 期刊
前翻或後翻？剪輯課程的翻轉學習研究
Flip Forward or Backward? A Flipped Learning Approach in a Nonlinear Editing Course
摘要
本研究目的為探討傳播領域之影音剪輯課程，進行翻轉教學的可能性與方式，同時探討社群平臺YouTube直播與頻道數據對課程的影響。此研究採用量化為主、質化為輔，期以提升學生在影音後製技術與創作上的能量。本研究在量化部分採用準實驗設計，不等組前後測設計方式進行，資料搜集包含前、後測、翻轉教學準備度量表、教學日誌與YouTube頻道數據。實驗期間為2018年與2020年10～11月進行施測，每次實驗共歷時八週。實驗對象主要為北部私立大學二年級學生，共計100名，分為三組，主要差異在是否採用翻轉教學以及翻轉教學的形式。研究結果顯示，學生對於學習氛圍構面準備度最高，主動學習構面準備度最低，學習成效顯示無論使用YouTube直播加課後複習，或是課前預習加上課堂小組活動都顯著優於控制組的傳統電腦教室教學，但實驗組兩組之間並無顯著差異，YouTube頻道數據對研究者理解學生整體觀影行為與課程策略調整有助益，本研究針對數據指標如何解讀學生行為與課程調整提供初探成果，對翻轉學習方式提供新的思考空間。
並列摘要
This study examined how a nonlinear editing course can adopt a flipped learning approach. A quasi-experiment with a nonequivalent, pretest-posttest design was conducted in the falls of 2018 and 2020. The study was primarily quantitative but also included a qualitative component. A total of 100 students from three nonlinear editing classes were recruited as participants and each experiment was conducted for 8 weeks. Data from the pretest, posttest, flipped learning readiness questionnaire, teaching diaries, and YouTube channel dashboard were collected to examine students' learning performance and perception of flipped learning readiness. The results revealed that students were the most prepared for an online autonomous learning atmosphere and least prepared for active learning. Students in both experimental groups significantly outperformed the control group. No significant difference was observed between the experimental groups. The YouTube channel dashboard helped researchers understand the video viewing behaviors of participants and modify the course accordingly. This study provides preliminary findings on how to interpret student viewing behaviors and adjust curricula according to YouTube metrics. The results also introduce new possibilities for flipped learning.