以翻轉教學實踐提升本系「電子海圖與資料顯示系統(ECDIS)」課程之學習成效

Abstract

本研究藉由翻轉教學策略，探討可提升學生學習「電子海圖與資料顯示系統(ECDIS)」之必修課程的教學模式。研究對象共有兩群，一為本系大學部三年級AB兩班之學生，另一群為學士後一年級AB兩班之學生；兩群均採一班為實驗組，另一班為對照組之方式進行。實驗組藉由課前提供學生預先製作好的教學影片及教學簡報檔，課中則進行實作、小組討論與即時反饋系統進行測驗等策略。以三次統一命題的評量成績，並透過質性回饋和分析量化的資料顯示，兩學制學生之實驗組的成績均優於對照組，且對於學士後學生之影響有明顯差異，但對於大學部學生的影響不大。而且，雖然大學部學生的成績有相當程度的進步，但大學部不及格率竟然較前期大幅上升近一倍。研究結果顯示，此教學模式是否能成功，落實學生在上課前，先行完成堂課內容之自主學習是關鍵。 This study explores a teaching mode of a compulsory courses via the flipped teaching strategies, intended to enhance students' learning performance of the "Electronic Chart and Display Information System (ECDIS)". There were two groups of students participating in the research, one was the third-year normal university students of Merchant Marine Department, and the other group was the first-year post-baccalaureate students. Both groups were conducted in the form of one class as an experimental class and the other as a control class. The lab team provides experimental students with pre-made teaching videos and teaching briefing documents before lectures, and conducts group discussions and in-class test as an instant-feedback system during the lecture. Based on the evaluation results of three unified propositions, and through students’ qualitative feedback and analysis of quantitative data, the performance of experimental classes of both groups posed a better result than the control classes performed. However, for post-baccalaureate students, this teaching mode impacts significantly, but it does not have much impact on normal university students. Moreover, although the performance of the normal university students have improved to a considerable extent, the failure rate of them has nearly doubled if compared with the previous period. It can be concluded that, making sure this teaching model can be successful, fulfilling the independent learning by the students before the lecture is the key.