Effects of Using Social Instructional Videos and Flipped Teaching on Students’ Learning Attitudes, Learning Behaviors, and Learning Achievements

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Project title

Code/計畫編號

MOST107-2511-H008-007

Translated Name/計畫中文名

運用社群教學影片融入翻轉教學對學生的學習態度、學習行為及學習成效之影響

Project Coordinator/計畫主持人

Yu-Sheng Su

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Research Center for Advanced Science and Technology, NCU

Website

https://www.grb.gov.tw/search/planDetail?id=12654964

Year

2018

Start date/計畫起

01-08-2018

Expected Completion/計畫迄

31-07-2019

Bugetid/研究經費

540千元

ResearchField/研究領域

科學教育

近年來台灣開始流行翻轉課程(Flipped Classroom)與大規模網路公開課程(MOOCs)，許多的多媒體教學教材已被分享於社群平台。學生能自由選擇在社群影片平台觀看教學影片進行預習。然而許多教學影片沒有適當編排組織與內容，可能造成學生的認知負荷進而影響到學生的學習動機。本計畫將在北部某一所大專院校計算機概論課程進行實驗活動，老師運用社群臉書社團經營翻轉教學活動，學員在社群臉書影片平台上觀看教學影片同時使用多元化的社群功能，促使師生的互動與學習動機。最後，蒐整觀看課程影片操作的系統日誌，讓老師掌握每位學生在觀看課程影片的學習狀況。實驗對象有兩個班級為56位北部某所大專院校一年級學生，兩組以班級方式進行課程前教學影片預習、上課、前後測驗、評量問卷及訪談。實驗對象以不同的線上教學影片播放平台分為2組，第1組為實驗組「使用社群臉書社團搭配翻轉教學」與第2組為「使用傳統線上教學平台搭配翻轉教學」。我們將以真實大專院校計算機概論課程實驗活動來實施翻轉教學於不同的線上教學影片播放平台上面，以便觀察學生觀看課程影片的行為，探究實驗組與控制組學生的學習態度、學習行為及學習成效的影響。 In recent years, Flipped Classroom and Massive Open Online Courses are getting more and more popular in Taiwan, and most of those teaching materials, having videos as a major portion, have been uploaded to either social media platform. Students are allowed to study, including preview and review, under self-discipline by using these teaching materials at their own choice. However, most instructional videos lack in proper organization, especially in the contents, which might heavy the cognitive load for students and influence their learning motivations.This project is planned to conduct an experiment in a course entitled Introduction to Computer at a college located in the north. By using the social group, Facebook, the teacher manages to run activities in this flipped classroom; and on the other hand, students watch those online instructional videos while interacting within the learning group by utilizing diverse interactive functions, and in the end would not only promote the interactions between the teacher and the students but also students’ learning motivations. Finally, by collecting different types of learning diaries from the online instructional video platform, the teacher is allowed to control students’ learning progress and their situations.The experimental subjects are 56 freshmen from two classes at a college located northern Taiwan, and they are divided into two groups by the difference in online instructional videos platforms. Both groups proceed the class materials preview, course teaching, pre-test, post-test, questionnaires, and interviews in the unit of a class. The first group is the experimental group which uses Facebook combined with while the second group uses traditional online teaching platform combining with flipped classroom model.The flipped classroom model will be adapted for performing teaching between various online instructional platforms in such real classes as Introduction to Computer at a college. By doing so, we are able to observe the differences between two groups of students, the experimental group and the control group, as well as the impact on their learning attitudes, learning behaviors, and learning performance.

Keyword(s)

翻轉教學
教學影片
學習態度
學習行為
學習成效
Flipped Teaching
Instructional Videos
Learning Attitudes
Learning Behaviors
Learning Achievements

DSpace CRIS

Effects of Using Social Instructional Videos and Flipped Teaching on Students’ Learning Attitudes, Learning Behaviors, and Learning Achievements

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