||The traditional teaching method is teacher-centered instruction, students learning in a passive learning environment, their learning effectiveness is relatively limited, but also reduce their willingness to learn. Therefore, many scholars have proposed student-centered instruction, flipped classroom pedagogy is one of the most popular student-centered instruction. |
In this study, will applied flipped classroom pedagogy to the Organization Behavior course which is a required course for School of Management of a National Taiwan University, describe the experimental design and Implementation Process, to explore the difficulties and challenges of its implementation, as well as recommendations for the future implementation of flipped classroom pedagogy.
The study found that, in the implementation of the flipped classroom, some difficulties encountered for students (1) did not have enough preview time. (2) lack of reading comprehension skills, when they preview they will misunderstand the textbook content. (3) influenced by past learning experiences, the student will afraid to express and put the question. For the foregoing problems, this study suggests that cut back the length of the video or segmented recording the video that students can preview at odd moments. We recommend that teachers can ask more leading questions to clarify the content of textbooks which is easy to be misunderstood. Bonus points and praise in the classroom can encourage students to express and put the question. The study by the student feedback was also found that two classroom activities Q & A and case presentation, discussions and reviews for students are most helpful, to clarify student questions but also can improve students′ classroom participation and promote the classroom atmosphere.
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