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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68848

    Title: 探討學習風格、線上討論行為與學習成效之關係─「組織行為」翻轉教室之實徵研究
    Authors: 張允柔;ZHANG,YUN-ROU
    Contributors: 資訊管理學系
    Keywords: 翻轉教室;課程滿意度;學習成效;線上討論;學習風格;flipped classroom;course satisfaction;learning achievement;online discussion;learning style
    Date: 2015-08-11
    Issue Date: 2015-09-23 14:45:00 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 近年來,國內不少教師開始嘗試翻轉教室教學法,期望能提升學生的學習成效與課程滿意度。然而,成功的翻轉教室教學並非一蹴可幾,教師通常需要經過一段時間的試驗,方能設計出適合該領域、該年級學生的翻轉教室教學方式。本研究針對大學部組織行為課程實施翻轉教室教學實驗,並以修課學生102人為研究對象,探討學生的學習風格、線上討論行為、學習成效與課程滿意度之間的關係。
    1. 學生的學習風格未顯著影響線上討論之發文行為與非發文行為。
    2. 學生的線上討論之發文行為與非發文行為皆會部份影響學習成效。
    3. 學生的線上討論之發文行為會部份影響課程滿意度,而非發文行為未顯著影響課程滿意度。
    ;Nowadays, many teachers in Taiwan are engaged in flipped classroom implementation. All of they expect that flipped classroom could positively influence student’s learning achievement and course satisfaction. However, there are different appropriate way of implementing flipped classroom for different kinds of courses. Therefore, teachers should conduct teaching experiment to find out the suitable design of flipped classroom for their students.
    In this study, an “Organization Behavior” course in the National Central University was selected to pilot a flipped classroom approach. The purpose of this study was twofold: first, to explore the relationship between students’ learning style and their online participation in a flipped classroom course, and second, to investigate the relationships of students’ online participation with their learning achievement and with course satisfaction. A total of 102 undergraduate students from this course took part in the study. There were several major findings in this study, including:
    1. Students’ learning style didn’t influence online participation.
    2. Student’s posting behavior and non-posting behavior of online discussion partially influence their learning achievement.
    3. Student’s posting behavior of online discussion partially influence their course satisfaction, while their non-posting behavior of online discussion didn’t influence their course satisfaction.
    This study highlights that teachers could let student use forum as assistant tool for preview, cause students’ online discussion predict their learning achievement and course satisfaction. In addition, teacher should not give too much preview work which lead to students’ non-interactive behavior in forum. To promote students’ motivation of discussing online with others, teachers should give moderate preview work and provide specific discussion questions for students.
    Appears in Collections:[資訊管理研究所] 博碩士論文

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