| dc.description.abstract | 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.
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