Creating the Flipped Classroom: English Language Online Course Design for EFL Learners’ Active Learning and EFL Teachers’ Professional Development

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基本資料

Project title

Code/計畫編號

MOST104-2410-H019-010

Translated Name/計畫中文名

翻轉教室: 建置線上英語課程提升外語學習者主動學習及外語教師專業成長

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=11588636

Year

2015

Start date/計畫起

01-08-2015

Expected Completion/計畫迄

31-07-2016

Bugetid/研究經費

595千元

ResearchField/研究領域

教育學
語文

"翻轉教室是回應混合式學習的嶄新教學法，透過引導學生在課前完成講授之內容，充分運用有限的課堂時間，引導學生主動與成功學習。翻轉教室可以運用各式學習管理系統，如MOODLE 及MOOCS 等介面實現。這些系統可以混合線上及非線上課程元素來創造最佳學習環境，以及將課程翻轉以培養學生主動學習。此三年期計畫，涵蓋翻轉教室課程設計於學生學習面及教師實務面，旨在建構全方位線上語言課程，並實行翻轉教學於英語課程以了解學生學習成效，以及教導分享此教學理念於英語教師，並了解教師實際應用之情形。第一年期計畫先建構線上語言課程以備在第二年實行翻轉教室實驗用。前半年將先建立讀寫課程，後半年則架設聽說溝通課程。每個課程均設計為一學期教學用，包含了運用數位課程製作軟體iSpring 製作的影音課程，結合相關網路資源，理解力活動，以及主題式報告作業等。所有教學材料會儲存在課程伺服器，並發佈於學習管理系統如 MOODLE 及MOOCS 等。第二年期計畫主要運用第一年期計畫所建構完成的線上課程，進行翻轉教室實驗。前半年為量化之實驗設計，比較翻轉教學及傳統教學於閱讀課程之成效。後半年則進一步以質化個案研究方式來了解翻轉教學於寫作、聽力、與口說課程之成果。例如，在上半年的閱讀翻轉教室實驗中，參與者來自兩班大一英文中級程度學生(N=80)，且隨機分為翻轉組(N=40)及傳統組(N=40)，兩組所閱讀的材料相同，不同的是教材傳遞方式及課程進行流程。就教材傳遞而言，翻轉組取得在學習管理課程裡的線上教材，如影音預錄課程等，而傳統組則是紙本講義。而就課程進行流程而言，翻轉組在家預先觀看學習影片而在課堂運用所學取得到回饋。非翻轉組則循著傳統教學順序，課堂中聆聽教師講解課程而回家完成作業。為了解翻轉教室在閱讀教學上之語言成效，研究者將分析語言評量，如克漏字、單字測驗、及尋寶任務之分數。學生動機之改變將以t-test 比較前後測動機問卷結果。而學生之看法則透過分析事後問卷及訪談資料。延續翻轉教室成效探討之主題，研究者將於下半年，選出 18 位曾參與前述翻轉閱讀教室實驗組，且態度較正面的同學，繼續參與翻轉寫作、聽力、及口說教室的研究。每組6 位學生，將於上課前先完成各語言課程所預先設計的教學影片，並於補強教學時間，面對面與同儕及教師進行問題討論，並完成各項互動活動以延伸學習。學生對翻轉教室之看法，將由分析其每週反思日誌、訪談、及教師之課堂觀察取得。第二年研究所或得知參與者對翻轉教室的課程課設計之建議，將是第三年連續性研究，教師於翻轉教室專業成長之最佳助力。第三年期研究則著重於結合第一年之課程設計，及第二年的學生對翻轉教室的實際實驗後之回饋，進行教師訓練課程。首先，在第一階段，參與者為12 位修習研究所開設之英語教材課程，在職及未來將擔任教師的研究生。研究者將設計教師專業成長課程，教授參與者如何設計線上課程，以及如何實踐翻轉教室，並了解參與者之看法。接著，第二階段，研究者將選出上述修課之三位教師，訪視其課堂，透過訪談與觀察，深度探究參與者如何將課程所學，運用在實際教學中。期盼此三年期連續性計畫，可以提供全方位英文線上課程，並透過翻轉教室培養學子主動學習，且提升數位時代英語教師之專業成長。"
"Flip teaching, an innovative pedagogical approach to blended learning, reconstructs the classroom by engaging students with pre-class lectures of instructional content so that teachers can better utilize the limited class time to guide students toward successful and active learning. The flipped classroom has been implemented via various learning management systems, such as MOODLE or, more recently, MOOC platforms that enable the teacher to blend both online and offline elements in a course to create an optimal learning environment and to flip the lessons for active learning. This three-year project aims to construct a well-rounded online four-skill curriculum for the flipped classroom, to implement flip teaching into EFL classes and examine its learning effects, and to familiarize EFL teachers’ with flip teaching and investigate their actual practice. The first-year study aims to construct online four-skill courses that facilitate the implementation of the second-year flip classroom experiment, with (1) the first-half of the year for literacy skills language courses such as reading and writing, and (2) the second-half for oral communication skills such as listening and speaking. Each semester-long skills course is designed with pre-recorded video lessons created by a multimedia courseware tool, iSpring, related online resources, comprehension activities, and project-based assignments. All these teaching materials will be archived in a network-attached storage sever and published as a SCORM package for an Learning Management System, such as MOODLE or MOOCs. The second-year project centers on experimenting with flip teaching in EFL classrooms utilizing the online courses designed in the first-year study, with (1) a quantitative experimental design to examine the impact of flip teaching on reading, and (2) a follow-up qualitative case study designed to examine its effects on writing, listening and speaking. In the experimental flip reading classroom approach, participants are from two sections of intermediate Freshman English classes (N=80) and randomly assigned to one flip group (N=40) and one non-flip (traditional) group (N=40). Both groups read the same reading materials designed in the first-year project but the instructional delivery medium and sequence are different. In terms of the medium, the flip group can access materials with video lectures uploaded in the class server via a Learning Management System, whereas the non-flip group receives printed handouts. With regard to sequence, the flip group views instructional videos at home and practices applying key concepts to get feedback in class, whereas the non-flip group follows the traditional teaching procedures with in-class lectures followed by homework. To understand the effects of a flipped reading classroom on language development, results from language assessment tests such as closes, vocabulary quizzes, and treasure-hunt scores will be analyzed. To understand students’ motivational change throughout this project, data will be collected by a pre-post motivation questionnaire and analyzed by t-test. Students’ perceptions of the flipped teaching will be collected via the post-task survey, interviews, and reflective journals. As a follow-up to the above experimental design on flip teaching, the researcher will select 18 potential candidates from the flip group who have more positive attitudes towards flip teaching and continue to experiment with flip teaching approaches in writing/listening/speaking courses, with 6 students for each group. Students will complete video lecture lessons of the target skills course at home and meet weekly in the remedial sessions to discuss with the instructor the questions they have and to complete in-class interactive activities to extend their learning. Students’ perceptions of flip teaching on each language skill course will be analyzed by weekly reflective journals and interviews as well as the teacher’s observation notes. Participants’ suggestions for improving the online course modules will provide useful input for the third-year project on EFL teachers’ 2 professional development on flip teaching approaches. The third-year project focuses on designing and implementing a teacher training course to engage pre-service and in-service teachers in online course design and practicing the flipped classroom approaches that have been demonstrated in the previous first- and second-year projects. In the first stage, 12 graduate students who enroll in a graduate seminar will participate in this study, and their perceptions of flip teaching will be analyzed by interviews and journals. As a follow-up, the researcher will select 3 participants from the first-phase of this project to have in-depth investigation of how they apply their flipped classroom knowledge into their teaching contexts. Qualitative data gathered from the researcher’s observation of participants’ classes and their interview results will provide a clue of participants’ perceptions of flip teaching, and the linkage between their knowledge gained from the teacher training course and their actual classroom practice. It is hoped that this three-year project can provide a comprehensive online curriculum in the flipped classroom, engage EFL learners in active learning through this new teaching approach, and enhance ELT professional development in the digital age."

Keyword(s)

翻轉教室
線上學習
英語課程設計
教師訓練
英語為外語學習者
The flipped classroom
online learning
ELT curriculum design
teacher training
EFL

DSpace CRIS

Creating the Flipped Classroom: English Language Online Course Design for EFL Learners’ Active Learning and EFL Teachers’ Professional Development

基本資料

Description