数据加载中.....
|
请使用永久网址来引用或连结此文件:
https://nccur.lib.nccu.edu.tw/handle/140.119/118601
|
| 题名: | 合作閱讀標註對於促進翻轉教學之成效影響研究
The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performance |
| 作者: | 文俞捷
Wen, Yu-Chieh |
| 贡献者: | 陳志銘
Chen, Chih-Ming
文俞捷
Wen, Yu-Chieh |
| 关键词: | 翻轉學習
合作閱讀標註系統
自主學習
先備知識
自律能力
認知風格
Flipped classroom
Collaborative digital reading annotation system
Self-learning
Prior knowledge
Self-regulated learning
Cognitive styles |
| 日期: | 2018 |
| 上传时间: | 2018-07-11 17:38:17 (UTC+8) |
| 摘要: | 近幾年來翻轉學習的成效逐漸被廣泛認可，國內也興起翻轉教學熱潮，但在翻轉學習中，學習者在課前能否完成自學的前提是至關重要的，目前以影片輔助自主學習的模式若學生缺乏自律能力則學習成效不彰，教師也不易掌控學生回家自學的狀況。因此，本研究以「合作式閱讀標註系統」進行翻轉教學之創新教學，期望能將其發展為適合搭配翻轉教學的自主學習模式。
本研究採用準實驗研究法，以新北市某國中七年級兩班共 59 名學生為研究對象，進行公民課程翻轉教學。其中一班31名學生被隨機分派為實驗組採用「合作閱讀標註系統輔助翻轉學習」，另一班28名學生被隨機分派到控制組採用「教學影片輔助翻轉學習」，探討使用不同學習模式在自主學習與翻轉學習成效上是否具有顯著的差異，並比較不同先備知識能力、自律能力與認知風格的學習者，其學習成效、科技接受度及學習滿意度是否具有顯著差異。
研究結果發現：(1)採用「合作閱讀標註系統」輔助翻轉學習公民課程，在自主學習成效與翻轉學習成效上皆顯著優於使用教學影片輔助翻轉學習公民課程；(2) 高、低先備知識能力與高、低自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「自主學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(3) 高、低先備知識能力與高自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「翻轉學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(4)採用合作閱讀標註系統比採用教學影片輔助翻轉學習公民課程的學習者擁有更好的學習滿意度。
基於本研究結果，證實採用合作閱讀標註系統輔助翻轉學習的模式能有效提升學習成效，並提出一個使用合作閱讀標註系統輔助翻轉學習之教案，與針對使用合作閱讀標註系統輔助翻轉學習的教學建議，以及未來可長時間探討學習動機與學習者的標註行為、延伸應用至其他科目單元的學習、加入小組激勵機制、觀察學習參與度等研究議題的方向。
In recent years, the effect of flipped classroom has been widely recognized. Taiwan has also raised a boom in flipped classroom. However, in flipped classroom, it is crucial for students to complete self-learning before class. If students lack self-regulated learning(SRL), the learning will not be effective, and teachers will not be able to control the situation of students returning to school. Therefore, this study uses the “Collaborative Reading Annotation System(CRAS)”to carry out the innovative teaching of flipped classroom, and hopes to develop it into an self-learning mode suitable for flipped classroom.
In this study, a quasi-experimental study method was adopted, and 59 seventh-graders from two classes in a certain Junior high school in New Taipei City were selected as the research subjects. Among them, 31 students from one class were randomly assigned to the experimental group of adopting the “flipped classroom with the support of collaborative digital reading annotation system,” while 28 students from another class were randomly assigned to the control group of adopting the “flipped classroom with the support of learning video.” With different prior knowledge, self-regulated learning and cognitive styles as background variables, the influences and differences in students’ learning effectiveness, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
The research findings are summarized as below.(1) Adopting the “Collaborative Digital Reading Annotation System” to assist in the flipped classroom of the civic class, which is significantly better than the use of the learning video to assist in the flipped classroom of the civic class. (2) Learners with high and low abilities of prior knowledge and high and low self-regulated learning and field dependent cognitive style present significant better self-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(3)Learners with high and low abilities of prior knowledge and high self-regulated learning and field dependent cognitive style present significant better overall-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(4)Learners who use the collaborative digital reading annotation system have better learning satisfaction than learners who use the learning video to assist in the flipped classroom with civic class.
Based on the results of this study, it is confirmed that the collaborative digital reading annotation system can help improve learning performance. And put forward a teaching plan and the teaching suggestions for using the collaborative digital reading annotation system to assist the flipped classroom. In the future, we can explore the learning motivation and learner`s annotation behavior, extension of application to other subject units, participation in group incentives, and observation of learning participation. |
| 參考文獻: | 中文
吳裕益（1987）。認知能力與認知型態個別差異現象之探討。教育學刊，7， 300-253。
林達森（2000）。合作建構教學與認知風格對國中學生生物能量概念學習之效應。（未出版之博士論文）國立臺灣師範大學科學教育研究所，臺北市。
張輝誠（2014）。學思達翻轉教學法我的十五年教學生涯之後的全新改革。教師天地，191，37-43。
張輝誠（2016）。翻轉教學：學思達的自學能力培養與圖書館新教養。國立成功大學圖書館館刊，25，1-7。
郭芙秀（2017）。合作式數位閱讀標註系統對於數學應用問題學習成效的影響研究。國立政治大學，台北市。
陳勇汀（2011）。合作式閱讀標註之知識萃取機制研究。國立政治大學，台北市。
黃政傑（2014）。翻轉教室的理念、問題與展望。臺灣教育評論月刊，3（12），161-186。
黃國禎（2015）。全球教育科技的新趨勢―翻轉學習的理論基礎與實施模式。國家文官學院 T&D 飛訊，214，1-17。
葉丙成（2015）。如何確保翻轉教學的成功？BTS翻轉教學法。中等教育，66(2)，30-43。
廖瑀凡（2017）。翻轉式創意教學應用於國中公民科對學生學習表現之影響。國立臺灣師範大學，台北市。
英文
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.
B. S. Bloom (1956). Taxonomy of Educational Objectives. Handbook I: The Cognitive.
Bergmann, J., & Sams, A.(2012). Flip Your Classroom：Reach Every Student in Every Class Every Day. International Society for Technology in Education
Bergmann, J., Overmyer, J., & Wilie, B. (2013). The Flipped Class: Myths vs. Reality-THE DAILY RIFF-Be Smarter. About Education. Retrieved June 25, 2014.
Bishop, J. L., & Verleger, M. A.（2013）. The flipped classroom: A survey of the research. Paper presented at 120th ASEE National Conference Proceedings, Atlanta, GA.
Brown, A. L., & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 1076-1088.
Chang, M.-H., Kuo, R., Chang, M., Kinshuk & Kung, H.-Y.（2015）. Online Annotation System and Student Clustering Platform. In 8th International Conference on Ubi-Media Computing, pp. 202–207, IEEE.
Chen, C.-M., & Chen, F.-Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67–81.
Chen, Wang, & Chen. (2014). Facilitating English-Language Reading Performance by a Digital Reading Annotation System with Self-Regulated Learning Mechanisms. Educational Technology & Society, 17(1), 102–114.
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333-346.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
Edgar, Dale. (1946). Audiovisual Methods in Teaching. NY: Dryden Press.
Estes. M. D., Ingram, R. and Liu, J. C. (2014) A review of flipped classroom research, practice, and technologies. International HETL Review, Volume 4, Article 7.
Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Journal of Educational Technology & Society, 16(1), 356-366.
Foster, G., Stagl, S. (2018). Design, implementation, and evaluation of an inverted classroom model economics for sustainable education course. The Pennsylvania State University.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Herreid, C. F. & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5),62-66.
Ho, S. C., Hsieh, S. W., Sun, P. C., & Chen, C. M. (2017). “To activate English learning: listen and speak in real life context with an ar featured u-learning system”. Educational Technology & Society, 20(2), 176-187.
Hong, J. C., Hwang, M. Y., Tam, K. P., Lai, Y. H., & Liu, L. C. (2012). Effects of cognitive style on digital jigsaw puzzle performance: A GridWare analysis. Computers in Human Behavior, 28(3), 920-928.
Huang, W.-C. (2014). The effects of multimedia annotation and summary writing on Taiwanese EFL students` reading comprehension. The Reading Matrix, 14(1), 136-153.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013), A concept map-embedded educational computer game for improving students’ learning performance in natural science courses, Computers & Education, 69, 121-130.
Hwang, W. Y., & Hsu, G. L. (2011). The Effects of Pre-reading and Sharing Mechanisms on Learning with the Use of Annotations. The Turkish Online Journal of Education Technology, 10(2), 234-249.
Jacob Lowell Bishop&Dr. Matthew A Verleger. (2013) The Flipped Classroom : A Survey of the Research. American Society for Engineering Education, 20.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2013). Cooperative learning: improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching. Retrieved from http://personal.cege.umn.edu/~smith/docs/Johnson-Johnson-Smith-Cooperative_Learning-JECT-Small_Group_Learning-draft.pdf
Jovanovic, J., Gasevic, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74e85.
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Lamy, Steven L. (2010). Cooperative Learning in International Relations. doi: 10.1093/acrefore/9780190846626.013.5
Marshall, C. C. (1998, May). Toward an ecology of hypertext annotation. In Proceedings of the ninth ACM conference on Hypertext and hypermedia: links,objects, time and space---structure in hypermedia systems: links, objects, time.and space---structure in hypermedia systems (pp. 40-49). New York：ACM.
Mason et al. (2013).Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56 (4) (2013), pp. 430–435
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
Messick, S. (1976). Personality consistencies in cognition and creativity. Individuality in Learning, 4, 22.
Mukherjee, T. C. (2013). Exploring the relationship between Learner`s attributes and Flipped classroom success in the Malaysian context.
Nijhot,W. & Kommers,P. (1985). An analysis of cooperation in relation to cognitive controversy. In Slavin,R. et al (eds.). Learning to cooperative, cooperating to learn. pp.125-146.
Pengfei, G. (2015). Flipped classroom：Teaching experience from practice. Educational Innovation through Technology (EITT).
Pluta, W. J., Richards, B. F., & Mutnick, A. (2013). PBL and Beyond: Trends in Collaborative Learning. Teaching and Learning in Medicine, 25(sup1), S9-S16.
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.
Rahman et al. (2014). The influences of flipped classroom: A meta analysis. Engineering Education, Kuala Lumpur, Malaysia .
Riding, R. J., & Sadler‐Smith, E. (1997). Cognitive style and learning strategies: Some implications for training design. International Journal of Training and Development, 1(3), 199-208.
Sletten, S. R. (2015). Investigating Self-Regulated Learning Strategies in the Flipped Classroom. Paper presented at the Society for Information Technology &; Teacher Education International Conference.
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347-358.
Teach Thought (2018 , Jan 8 ). 10 Pros And Cons Of A Flipped Classroom. from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/
Vygotsky (1978). Interaction between learning and development. Mind and society，p79-91. Cambridge，MA：Harvard University Press.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive Styles Essence and Origins: Field Dependence and Field Independence, Psychological Issues 51,New York: International Universities Press.
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. |
| 描述: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
105913007 |
| 資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0105913007 |
| 数据类型: | thesis |
| DOI: | 10.6814/THE.NCCU.ELIS.005.2018.A01 |
| 显示于类别: | [圖書資訊學數位碩士在職專班] 學位論文
|
在政大典藏中所有的数据项都受到原著作权保护.
|
