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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68742

    Title: 探索學生的學習認知與學習成效於翻轉式數學課程;Exploring students’ perceptions and learning outcome in flipped mathematic course
    Authors: 陳守晟;Chen,So-chen
    Contributors: 資訊工程學系
    Keywords: 翻轉教室;個人興趣;情境興趣;課程滿意度;混合式學習;flipped classroom;personal interest;situational interest;course satisfaction;blended learning
    Date: 2015-07-21
    Issue Date: 2015-09-23 14:22:55 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 翻轉式學習為當前教育所矚目的教學模式。然而,在回顧目前翻轉試教學相關研究後,少有研究探究台灣學生在翻轉式教學過程中,其對於翻轉式學習的經驗,並了解學生對學習認知與學習成效之間的關係,尤其對於台灣而言,翻轉式教學仍然是一個相對新的教學策略。針對此研究缺口,本研究為了進一步研究,嘗試利用一個混合式研究方法,增加教育界對翻轉式教學模式在教育領域的了解。本研究主要調查學生在翻轉式數學課程中的兩項認知,也就是情境興趣與課程滿意度。本研究首先藉由探索性因數分析,分析這兩項認知,並進一步將情境興趣分析出包括感覺、價值性與主題興趣等三項因素,而課程滿意度則分析出包括課程設計、系統品質、課程內容安排與網路評量四個因素。另外,為了指出這兩個認知與學習成效的關係,我們也將檢視這些因素間之預測關係(量化分析)。最後,利用學生的學習經驗的回饋作為評估考量(質性分析)。結果顯示課程設計與主題興趣顯著影響學習成效。而透過學生學習經驗的回饋,本研究也提供了關於實作翻轉式教學模式有用的建議。而研究意涵方面,本研究結果則提供教學者在實行翻轉式學習課程時一個參考的依據。最後,本研究結論認為學生的學習認知能在翻轉式教學過程中作為一個驅動學習策略,以藉此牽引學生學術活動的進行,進而影響學習成效的發展。;Flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with student perceptions and learning outcomes is still remained unexplored and rare discussion was stated regarding flipped classroom environment. To fill this gap, this study tends to provide a further study by developing an empirical study, extending perspectives of research for flipped classroom in education. This study was conducted to respond investigate two main student perceptions in a flipped pre-calculus course, namely, situational interest and course satisfaction. By the self-developed perception measures, situational interest contained feeling, value, and topic interest three factors while course satisfaction contained course design, system quality, course arrangement, and online assessment four factors. To respect the figure out factors on final grades, we assessed the predicting power among those factors. Students’ feedback, perceptions and learning outcomes were also evaluated to provide a holistic profile of this flipped course. Results showed topic interest in situational interest predict the final grades while course design in course satisfaction predicting the final grades (Quantitative). Moreover, some suggestions to effectively implement a flipped course were also provided from students’ learning feedback (Qualitative). The implications of the results were provided for instructors’ guidance in implementing flipped classroom. Finally, the study concluded that students’ perceptions may be considered as motivational strategies in teaching and learning process to involve students in academic activities for affecting their grades in flipped course.
    Appears in Collections:[資訊工程研究所] 博碩士論文

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