資訊化手段支持翻轉課堂實踐之研究

A Study of the Practice of Information Technology Supported Flipped Classroom

王雪蕙(SHIUE-HUEI WANG)

指導教授 ： 洪朝貴 ； 梁錫卿

朝陽科技大學/資訊學院/資訊管理系/碩士(2016年)

摘要

翻轉課堂（Flipped Classroom）在世界各地被許多教師與學者熱烈的討論，以學生學習為中心，讓學生自主性學習，教師則是擔任引導、輔助的角色，翻轉傳統教學中教師單方傳授知識給學生的方法。由於翻轉課堂的教學理念廣受迴響，有許多學者在探討，如Gerstein、張金磊與陳潔等學者提出了各自的翻轉課堂模型，目的讓教學達到更有效的收穫。本研究受到這些學者的影響，加上佐藤學的學習共同體理念，提出翻轉課堂模型，將學生分成小組相互討論學習；教師引導與協助學生思考提問；學校開放外界人士與家長能夠參與學生的學習。
科技不斷進步，資訊化手段也融入教育中應用，本研究將探討運用資訊化技術來支持翻轉課堂，在教與學的過程中如何運用資訊技術來輔助與幫助學習者與引導者，學習的環境應該做哪些改變，角色的立場又有什麼變化等。在課前利用白板教學軟體準備課前資源，資源內容以Bloom教育目標的記憶、理解為主，透過線上學習平台派發微課學習單給學生，學生到平台上進行課前學習，平台會收集學生學習數據提供給教師作課中教材調整。在課中由教師操作互動式電子白板與學生使用平板電腦的資訊技術來支持師生與同儕間的高互動性與多元化的教學資源，教學過程中以Bloom教育目標的應用、分析、評價、創造為導向，套用佐藤學的學習共同體理論，將學生以小組作為學習單位，老師以引導學生思考的方式進行教學，課堂最後作收斂與總結，並將上課過程的錄課傳到線上學習平台以備資源後續利用。課後則將課中使用互動式電子白板教學軟體與學生在平板電腦上的學習反饋分析後，將補救教學教材、課程實錄與微課給學生，提供學生在課後還可以複習課中的內容。教學過程中貫徹Bloom教育目標及佐藤學的學習共同體的理念，目的是讓師生互動更為密切，教學資源更為豐富，減輕教師在教學上的負擔，學生能達到更有效的學習與成果，對整體教學可以做到良好的效果與效率。
本研究利用科技接受模式為基礎，設計問卷來探討教師使用資訊技術支持翻轉課堂的接受程度，探討外部變項(互動性及可靠性)，以及科技接受模式間(認知有用性、認知易用性、認知自我效能、使用態度與使用行為意象與)的關係模式，來提供翻轉課堂使用資訊技術支持的參考。
本研究樣本為實行翻轉課堂的教師，經由本研究教學模式進行培訓，協助並輔導教師翻轉教學，依照本研究教學模式翻轉後執行問卷調查，一共215人(男性25人，女性190人)，研究主要發現如下列：
(1)「互動性」與「可靠性」對於「認知有用性」與「認知易用性」具有正向的顯著影響效果。
(2)「認知易用性」對於「認知有用性」具有正向的顯著影響效果。
(3)「認知有用性」與「認知易用性」對於「使用態度」具有正向的顯著影響效果。
(4)「認知有用性」與「使用態度」對於「使用行為意向」具有正向的顯著影響效果。
(5)「認知易用性」、「使用態度」與「使用行為意向」對於「認知自我效能」具有正向的顯著影響效果。

關鍵字

翻轉課堂 ； 互動式電子白板 ； 科技接受模式

並列摘要

Flipped classroom has a wide discussion around the world by many teachers and scholars. Focused on transferring the students as the learning center and letting the students become autonomous learner, the teacher is served to be mentor and supporting role, flip the traditional teachers’ teaching transport knowledge to students in one direction.Due to the wide range of development of teaching ideas in flipped classroom, many scholars, such as Gerstein, Zhang, Chen, and other scholars have proposed their own flipped classroom model, discussing how to achieve a more effective teaching.This study was affected by these scholars and the Learning Community proposed by M. Sato where groups of students using discuss for mutual learning; teachers' guide and assist students to think about questions; schools open to outsiders including parents to participate in student learning.
The continuous progress of science and technology, information technology also merge into educational application. This study will explore the use of information technology to support the flipped classroom. In the process of teaching and learning, discussing how to use information technology to assist and help the learners and teachers, thinking the learning environment should do what changes, the role of the position and why change. Before the class, the use of whiteboard teaching software to prepare resources, the content of the resources focus on Bloom's educational goals of memory, understanding. Through the online learning platform for the distribution of micro lectures to the students, and then students log on to the platform before class. Platform will collect the student's learning data to provide reference for teachers to adjust the teaching materials. In class, the teacher used the interactive electronic whiteboard, and students use tablet PC to support the interaction between teachers and peers. In the teaching process to Bloom's educational objective, application, analysis, evaluation and creation oriented, the use of Sato theory of learning community, students in groups as study unit, teachers to guide students to think about the way of teaching. At the end of the classroom for convergence and summary, and the course of the class to the online learning platform to prepare resources for the subsequent use of. After class, the classroom use interactive electronic whiteboard teaching software, students learning in the tablet feedback analysis, remedial teaching materials, course record and micro class to students, to provide students in after-school programs can also be the contents of the recitation. In the process of teaching and implement the concept of Bloom's taxonomy of educational objectives and Sato learning community. The purpose is to allow interaction between teachers and students is more closely, teaching resource is more abundant, reduce the burden of teachers in teaching, students can achieve more effective learning and performance, and to the whole teaching can achieve good effect and efficiency.
This study using technology acceptance model as the basis, design questionnaire to investigate teachers using information technology support the flipped classroom of acceptance. To investigate the outer variables (interaction and reliability), and Technology Acceptance Model (perceived usefulness, perceived ease of use, perceived self-efficacy, attitude and behavioral intention) model to provide the flipped classroom using information technology support.
The study sample was implemented flipped classroom teachers, conducted by the present teaching mode training, assistance and guidance teachers flip teaching, in accordance with the teaching mode of implementation of the survey after the flip, a total of 215 people (male 25, female 190), the main results of this study were summarized as follows:
(1)The “reliability” and “interaction” had significant positive effects on the “perceived usefulness” and “perceived ease of use”.
(2)The “perceived ease of use” had significant positive effects on the “perceived usefulness”.
(3)The “perceived usefulness” and “perceived ease of use” had significant positive effects on the “attitude toward using”.
(4)The “perceived usefulness” and “attitude toward using” had significant positive effects on the “behavioral intention to use”.
(5)The “perceived ease of use” and “attitude toward using” had significant positive effects on the “self efficacy”.

並列關鍵字

Flipped Classroom ； Interactive Whiteboard ； Technology Acceptance Model

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