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|Title: ||An investigation of flipped classroom and reciprocal teaching with google classroom, zenbo robot, and co-editing|
|Authors: ||塔堤爾;Mir, Tatheer Hussain|
|Keywords: ||翻轉教室;相互教學;翻轉學習;Google Classroom;共同編輯;分享、團隊合作、合作;Google classroom;flipped classroom;reciprocal teaching;Zenbo robot;smart classroom;co-editing|
|Issue Date: ||2020-06-05 17:40:12 (UTC+8)|
|Abstract: ||在本研究中，我們重點探討瞭如何在合作活動中培養學生的討論能力，協同編輯能力，共享能力，團隊合作能力和表達能力。我們將教室和互動教學與Google智慧教室相結合。研究教室是一種教學策略，是一種混合式學習，通過在課堂外提供線上教學內容來顛覆傳統的學習環境。本研究主要分為三個階段：第一階段，第二階段和第三階段。第一階段是關於課程作業的討論，討論如何使用系統。 (Google 智慧教室, 機器人, 如何共同編輯). 第三階段是關於期中，期末和調查. 我們主要關注第二階段，這一階段分為三個階段：課前、課中、課後。這三個階段是由翻轉課堂支持的。此外，在這裡，我們通過互動式教學來促進課堂教學。我們將翻轉課堂作為一種宏觀指導，以整個班級為中心進行小組協作，將翻轉課堂作為一種微觀指導，以促進討論、協同編輯、小組合作。在微觀指導 (課堂上) 期間，相互的策略被應用，並集中在兩件事情上。第一種包含使用互惠教學（SQCP）交互對話當作共同編輯、討論、團隊合作和共享的媒介。 第二種是SQCP 策略如何分別與Q&A、共同編輯 討論 團隊合作、SQCP 共享和報告相互關聯。 我們使用Google Classroom作為輔助工具，並且為了充分利用此工具，我們特別著重在共同編輯以及通用版本控制 分組、即時回饋、成績統計，自發通知方面。 此外，我們使用Zenbo Robot 作為另一種工具來促進學生的課堂活動，例如：幻燈片共享、報告演示，以及控制教室環境，包括通過機器人使用投影機。|
在資料分析中我們發現了一些結果，1) 變數SQCP與問與答之間存在顯著正相關 (r = .741, p < .01)。共同編輯(SQCP) 和問與答能夠教導學生的不僅僅是內容，也能培養的思維習慣。2)「報告與期中」呈現出正相關但顯著水準較低(r = .347, p>.05)，而在相同的學習過程下花費更多時間的「報告與期末」，其相關係數呈現顯著正相關 (r = .418, p < .05)。因此，我們總結出理解主題的過程是需要長時間持續進行的。此外，學生們不僅學習到概念，還學到了如何更好、更有效地合作、共同編輯、團隊合作與分享。3) 透過 SQCP 分享與期中 (r = .555, p < .01) 以及 SQCP 分享與期末(r = .542, p < .01)能總結出，鼓勵學生分享不僅能夠培養團隊合作，還能加深學生的學習與理解。隨著時間的推移，學生們將會把組員視為一種資源，這能幫助他們共同成長。對他們內容給予的即時反饋能夠幫助他們理解自己的不足，幫助他們知道自己該如何學習成長。這些教學策略強化了學生間的共同責任感。共同責任感使學生們將概念理解拓展到他們所學之外，不再只是單純地瀏覽資料
關鍵字: 翻轉教室、相互教學、翻轉學習、Google Classroom、共同編輯、分享、團隊合作、合作.;In this study, we focused on how we can cultivate student’s abilities of discussion, co-editing, sharing, teamwork, and expression in collaboration activity. We incorporated flipped classroom and reciprocal teaching along with google classroom. Furthermore, this study takes place within a smart classroom environment built with the IoT technology and has the support of the robot. A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. This study is divided into three main phases: stage-1, stage-2, and stage-3. stage-1 is the discussions about course work, sessions to facilitate the system use (GC, Robot, how to co-edit). stage-3 is all about mid-term, final term & surveys. Our main focus is on the stage-2 and this stage has three phases pre-class, in-class, post-class. These three phases are supported by the flipped classroom. Moreover, here we facilitated the In-class session with reciprocal teaching. We treated the flipped classroom as a type of macroscopic guidance focussed on the whole class for collaboration among groups and reciprocal teaching as a type of microscopic guidance to facilitate discussions, co-editing, teamwork within groups. During microscopic guidance (In-class) session the reciprocal strategy is applied and is focused on two things. The first consists of the use of reciprocal teaching (SQCP) dialogue as a vehicle for co-editing, discussion, teamwork, and sharing. The second is how SQCP strategies correlate separately with the Q&A, co-edit, discussion, teamwork, SQCP-Sharing and presentation. We use Google Classroom as a facilitation tool and to get the best of this tool we focussed on the co-edit in particular and in general version control, grouping, instant feedback, grade statistics, spontaneous notifications. Furthermore, we used Zenbo Robot as another tool to facilitate student’s classroom activities like slide sharing, presentations, controlling classroom environment including the use of projector through the robot. During the data analysis different results were found 1) There were significant positive correlations between the variables SQCP and Q&A (r = .741, p < .01). The features like co-editing (SQCP) & Q&A teach them that it is not just about content; it is about cultivating habits of mind that are the underpinnings of deeper contexts. 2)“Presentation and mid-term” are positive but significance level is low (r = .347, p>.05) & when the same process of learning gets more time then “Presentation and final-term” correlations show positive and significant results (r = .418, p < .05). With this, we concluded that understanding of subject matter is a process of maintaining consistency for longer times. Also, students are not only gaining conceptual understanding but also learn how they can collaborate, co-edit, team-work and share in a better and efficient way. 3) SQCP-Sharing and mid-term (r = .555, p < .01) and SQCP-Sharing and final-term (r = .542, p < .01) concludes encouraging students to share knowledge not only builds collaboration skills, but it also leads to deeper learning and understanding. With time, students learn to look at their colleagues as a resource, which helps them in their mutual growth. The instant feedback about their content helps them to better understand where they need to further enhance and how they should increase their learning growth. These kinds of strategies promote a sense of shared responsibility among the students. This shared responsibility leads to broadening their conceptual understanding beyond the context in which they learned it and they no longer skim material.
|Appears in Collections:||[網路學習科技研究所 ] 博碩士論文|
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