翻轉教室融入碩一生編輯排版課程之行動研究──以 Facebook 平台為例

陳昀

doi:10.6344/NTUE.2015.00436

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翻轉教室融入碩一生編輯排版課程之行動研究──以 Facebook 平台為例

Action Research of InDesign and Layout Course for Graduate Students with Flipped Classroom: Facebook Platform as an Example

陳昀 , Masters　　Advisor：趙貞怡　　

繁體中文 DOI： 10.6344/NTUE.2015.00436

ADDIE ； Facebook ； InDesign ； Kirkpatrick 四階層評量模型；翻轉教室； ADDIE ； Facebook ； InDesign ； Kirkpatrick’s four-level evaluate model ； flipped classroom

Abstract │ Reference (107) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study is an action research. The researcher designed and implemented a course of InDesign and layout by establishing a flipped classroom for graduate students. The researcher served as the instructor and explored the learning process, ability promotion, learning satisfaction, and the opinions and suggestions of the learners. The subjects consisted of 10 graduate students of a university in Taipei. The research started a one-month course in August 2014, implementing four learning activities. The research used the observation, interview, and questionnaire methods, and the research tools included the achievement questionnaire, observation checklists, instructor notes, and semi-structured interview. The researcher conducted a questionnaire survey and interviews after the course to test the comprehension of the learners. The results are as follows:
1.The research developed a digital course of InDesign and layout based on the ADDIE systematic instructional design model, which included analysis, design, develop, implement, and evaluate. The researcher uploaded the instructional materials before class for the learners to review, which included 14 videos of demonstration, 2 videos of didactic teaching, and 5 pieces of related information. The learners practiced, discussed, and showed their work in the class.
2.Learning process: According to the attendance and work submitted, all 10 subjects performed well. The researcher simultaneously used observation checklists using a five-point scale as criteria in class and an examination to test whether the learning objectives were achieved. The findings for the learning process are as follows: “first class” 4.51, “second class” 4.36, “third class” 4.40, and “fourth class” 4.70. The positive results indicated that the learners were able to understand the instructional materials in the course.
3.Learning achievement: From the learner questionnaires using the five-point scale as the criteria of Kirkpatrick’s four-level evaluate model, the findings for the learning achievements are “reaction” 4.49 and “learning” 4.48. In addition, for the work submitted by two experts for grading 10 learners, the total average of the learners is 3.70. In the course of InDesign and layout facilitated in a flipped classroom, the learning achievement was positive.
4.Learner opinions and suggestions: The comments of the learners regarding the instructional strategy implemented in a flipped classroom included that (1) broke the constraints of time and place, (2) ensured the convenience of reviewing the instructional materials, (3) the discussion and activities in class helped learning, (4) encouraged the learners to rethink their own learning situation, (5) improved the disadvantages of the traditional class, and (6) experienced difficulty in supervising the reviewing situation of the learners. With regard to the contents of the InDesign and layout course, the learners mentioned the following aspects: (1) provided the learners with the outline of the course to help them understand the learning objectives, (2) the videos of the course could be diversified, (3) the time management of the course was difficult, and (4) identifying the source materials to help learners work was difficult.

Reference ( 107 ) 〈TOP〉

王千倖（2003）。以網路同儕教學建構網路學習社群之行動研究。師大學報，48(1)，119-142。 doi: 10.6300/JNTNU.2003.48(1).06
連結：
王祿旺（2008）。小型報版面設計之閱讀效能研究。臺北市：秀威資訊科技。
連結：
李佳玲（2012）。數位學習課程同步視訊的應用及成效研究。世新大學教學創新結案成果報告。 doi: 10.6137/RECT.2013.105.01
連結：
邱弘昇（2012）。應用網路實況平臺進行自主學習之探討──以Photoshop學習為例（未出版之碩士論文）。國立臺北教育大學，臺北市。
連結：
林茂欽、林大豐（2005）。網路學習社群在身心動作教育之應用。大專體育，77，57-62。
連結：

Times Cited (3) 〈TOP〉

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