| 摘要: | 觀看教學影片是翻轉教室教學中最常見的課前活動，它對於學生的學習成效及學習動機皆常被討論，而LINE做為國人常使用的社群平台，也可被應用在其中，而其使用方式及感受與其他網路學習平台不同，而為了解學生在使用LINE平台對於學習的影響，此研究探究學生在觀看LINE平台上教學影片行為模式對學生的使用偏好、學習動機及學習成效之影響。實驗對象為42位北部大專院校資訊科系學生，實施實驗活動時間為8周，活動主題為網路程式課程，使用LINE平台搭配翻轉教學，在課後觀看教學影片，課堂上詢問問題，此研究開發LINE平台融入影片教學系統，分析系統訊息，探討學生的使用偏好、學習動機及學習成效，分析來源有測驗、問卷已及平台操作紀錄。
結果發現學生會為理解資訊而不斷重複或暫停影片撥放。前測與後測對於學生有顯著差異，學生們的分數大幅提高，然而此實驗學生資質相近，無論先備知識高或低在學習後可得到相同之成果。在行為表現上，全部學生都會看影片一次以上，低先備知識組學生觀看次數以及時間高於高先備知識組學生；低先備知識組學生偏好自我學習，並有固定討論對象，而高先備知識組學生有階段性行為連結，具有自身習慣的紀錄方式，然而學生執行意志未能跟預期學習一樣，在行為上時並沒有預期中來的好，感受是新奇但對於實際使用感受較為負面，未來建議可以使用其他變量，如性別、使用的熱絡度，行為編碼可更細部的定義，由於筆記不易操作，可將LINE 平台作為教學輔助或開發專案。
;Watching instructional video is the most common activity in flipped classroom teaching. It is often used for discussing students′ learning effectiveness and learning motivation. LINE is also a common community platform, and flipped classroom teaching can also be applied to it. However, the method and experience on LINE are different to other online learning platforms. In order to understand what poses impact on students′ learning on LINE, this study aims to focus on students′ preferences, learning motivations and learning achievements on instructional video behavior patterns. There are 42 students studying in the information science department at a northern university. The experimental activity lasts for 8 weeks. The theme is the online program course, which is expected to gain the results by conducting the LINE platform with flipped classroom and watching the instructional video after class, and asking questions in the class. Additionally, development on LINE platform integrating into the videos teaching system, as well as using quizzes, questionnaires and platform operation logs are also the methods for this study. At last, analyzing system information helps us get insight into students′ preferences, learning motivation and learning achievements.
For the record, students are repeatedly replaying or pausing the video for understanding learning content. The pre-test and post-test are significantly different for each student. Students’ scores are greatly improved; however, the qualifications of the students are similar to their peers among these 42 students. No matter the students are having high or low prior knowledge, they can get the same achievement after the study. All students watch the videos more than one time. Compared the number of times that the students watch the videos, alone with the total time length, students having low prior knowledge seem to be spending more time than those who has high prior knowledge. The fact shows that students with low prior knowledge prefer self-learning, and tend to make discussions with either their peers or the teacher. As for students with high prior knowledge, since they have their own customary record, this kind of students have a tendency towards having behavior link. However, all students’ executions do not fit the expectations. The feedbacks from this experiment turns out to be negative although some students claim this learning mode novelty. Other variables such as gender and how actively the students are using the learning platform should be included in future research if possible. There are more defining details in the behavior patterns. Noted that as the note-taking function on the LINE platform is not easy to use, suggestions are made that it should be a teaching aid or a development project. |
