結合翻轉學習與線上形成性評量平台改善學生於App Inventor課程之學習成效

Combining Flipped Learning and Online formative assessment platform to Improve Students' Learning Performance in App Inventor Course

鄭淑真(Shu-Chen Cheng) ； 鄭育評(Yu-Ping Cheng) ； 黃悅民(Yueh-Min Huang)

《工程、技術與STEM教育研討會》 第十一屆 (2022/05) Pp. 113-123

https://doi.org/10.29619/STEM.202205.0010

摘要

翻轉學習作為一種創新的教學策略，通過以學生為中心的方式使學生能增加自主學習的機會，也能增強學生在課堂的學習表現與參與度。儘管翻轉學習在教育研究上帶來良好的效益，但也可能會增加學生在學習過程的負擔。為此，本研究結合翻轉學習與形成性評量作為教學策略，並建置一款線上形成性評量平台以探討學生在程式方面的學習成效。根據結果表明，經過12週的實驗活動後，實驗組的學習成效顯著高於控制組。這表示實驗組不僅可以觀看翻轉學習教材以理解程式的相關知識外，可以搭配使用線上形成性評量平台以自我評估學習的情況。另外，教師也能通過線上形成性評量平台的作答記錄以檢視學生的學習過程，進而調整教學教材及協助學生在學習過程所面臨的問題。

關鍵字

翻轉學習 ； 形成性評量 ； 視覺化程式設計

並列摘要

As an innovative instructional strategy, flipped learning enables students to increase opportunities for autonomous learning through a student-oriented approach, as well as enhance students' learning performance and engagement in the classroom. Although flipped learning brings benefits in educational research, it may also increase the burden on students in the learning process. Therefore, this study combined flipped learning and formative assessment as instructional strategies and built an online formative assessment platform to explore students' learning performance in programming. According to this result, after 12 weeks of experimental activities, the learning performance of the experimental group was significantly higher than that of the control group. This means that the experimental group can not only watch the flipped learning materials to understand the relevant knowledge of the programming, but also use the online formative assessment platform to self-assessment the learning situation. Furthermore, teachers can also examine students' learning process through the answer records of the online formative assessment platform, and then adjust materials and assist students with problems in the learning process.

並列關鍵字

Flipped learning ； Formative assessment ； Visual programming language