| dc.description.abstract | 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. | en_US |