翻轉課堂(Flipped classroom)的教學模式已被許多學者應用於課程中以提升學習成效,例如:生物課、通識教育、電子學等課程。過去探討翻轉課堂教學之文獻,大多是比較翻轉課堂與傳統的教學模式在學習成效之差異,較少學者著重探索翻轉課堂中影響學習成效之原因。本研究目的乃為瞭解影響翻轉課堂學習成效之因素,透過學習成效與翻轉課堂之相關文獻,建置研究架構,提出學習動機、互動與自我效能將影響學習成效,而學習成效對翻轉課堂教學滿意度有影響。研究方法乃採用量化研究之調查法,研究對象為參與過翻轉課堂模式之學生,透過網路問卷進行資料之蒐集,實際回收樣本共98份,剔除無效問卷之後,有效樣本83份,並以此進行資料之分析。以SPSS 20.0統計軟體進行信度與效度分析後,再利用部份最小平方法(Partial least squares, PLS)與SmartPLS 3.0軟體進行路徑分析與假說檢定。研究結果顯示所有研究假設都獲得實證的支持,即在翻轉課堂中學習動機、互動與自我效能對於學習成效有顯著影響,而學習成效對於滿意度亦有顯著影響。
The flipped classroom model has been applied in various courses such as biology, electronics, and general education. Most previous studies focus on comparing the difference between a traditional and a flipped classroom. Although flipping the classroom has gained popular attention, very little research has explored the impact factors which influence students’ learning outcomes. Therefore, this study aims to discover some important factors influencing students’ learning outcomes in a flipped classroom. The research model, developed based on related literature, consists of three independent variables (learning motivation, interaction, and self-efficacy), one mediator (learning outcome), and one defendant variable (satisfaction). The questionnaire survey method was adopted to collect data from students who had participated in a flipped classroom. A total of 98 questionnaires were received, 83 out of 98 are valid ones. After measuring reliability and validity, collected data were analyzed with the Partial least squares method and SmartPLS 2.0 software. The results show that all hypotheses in research model are supported; that is, motivation, interaction and self-efficacy had positive effects on learning outcomes, which in turn had a positive effect on satisfaction in a flipped classroom.