翻轉教室應用於組織行為課程之實施過程與挑戰;The implementation of flipping classroom in the Organizational Behavior course

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68743

Title:	翻轉教室應用於組織行為課程之實施過程與挑戰;The implementation of flipping classroom in the Organizational Behavior course
Authors:	藍世儒;Lan,Shih-Ru
Contributors:	資訊管理學系
Keywords:	翻轉教室;自主學習;課程滿意度;教學方法;Flipping Classroom;Autonomic Learning;Course Satisfaction;Teaching Method
Date:	2015-07-15
Issue Date:	2015-09-23 14:22:57 (UTC+8)
Publisher:	國立中央大學
Abstract:	近年來的研究指出大學教育的問題，當學生處於被動式學習狀況時，學習效果很有限。因此越來越多學者提出以學習者為中心的教學方法，而「翻轉教室」就是此教學方法之一。目前「翻轉教室」相關研究大部分都著重於語文、化學、醫護以及數學等領域，較少套用於管理領域中。因此本研究將「翻轉教室」教學方法應用於管理領域之組織行為課程，描述實驗課程的設計流程與活動，並以現場觀察研究法探討實施過程所面臨的挑戰與困難，以及建議解決方法，同時也調查學生對於「翻轉教室」的課程滿意度與建議。本研究發現，讓學生自行預習，可能會遇到預習時間過長、學生負擔太重、誤解原文課本內容等問題，若將預習教材改為教學影片則可以避免上述問題發生。此外，對於課堂活動，本研究發現個案討論與分享在管理學科中對於學生幫助最大，除了使課堂更加生動有趣之外，也能讓學生對於課程內容印象更為深刻。本研究結果對於教育界而言，能夠提供教師實施翻轉教室於管理領域課程之課程設計流程，並提供可能面臨挑戰與困難之解決方法。對於學術界而言，之後學者欲研究翻轉教室相關議題時能以本研究為基礎，使管理領域的翻轉教室實施與過程設計更加完善。 ;Recent studies have pointed out the problems of university education. Student’s learning effectiveness is limited when they are in a passive learning environment. Therefore, more and more scholars have suggested a better method for teaching, which is learner-centered method, one of which is flipping classroom. The current flipping classroom related research mostly focuses on language, chemical, medical and mathematical fields, but fewer used in the field of management. Therefore, this study will apply flipping classroom to the Organization Behavior course which belongs to management field, and describe the design process and activities of experiments. And explores the challenges of experiment process by field research methods, also investigates student’s satisfaction and suggestion of flipping classroom. The study found that students may encounter problems like: spend too much time to preview, burden of preview is too heavy and misunderstood the content when they preview by themselves, changing the preview material into videos can avoid the problems above. In addition, as far as course activities concerned, the study found that case discussion and sharing for students helps the most in the management disciplines, not only making classes more interesting, also letting students memorized course content more easily. The results of this study, for education, provides teachers for flipping classroom’s course design and process in management courses, and provides the solutions for possible encountering challenges. For academia, the results of this study provides scholars the foundation of flipping classroom related studies, and improvements for flipping classroom implementation and process designing in management field.
Appears in Collections:	[Graduate Institute of Information Management] Electronic Thesis & Dissertation

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