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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105003

    Title: 翻轉教室教學法融入在職教育學習成效與學習態度之探究
    Other Titles: Examining learning effects and learning attitude on the flipped classroom teaching method for students in continuing education
    Authors: 江岱潔;Jiang, Dai-Jie
    Contributors: 淡江大學教育科技學系碩士班
    徐新逸;Shy, Hsin-Yih
    Keywords: 翻轉教室;在職教育;學習成效;Flipped Classroom;continuing education;learning achievement
    Date: 2015
    Issue Date: 2016-01-22 14:45:25 (UTC+8)
    Abstract: 本研究主要探討翻轉教室教學法融入在職教育的過程中,對學生學習成效及學習態度之情形。本研究採用實驗法,以39位T大學在職教育研究生為研究對象分為實驗組、對照組來進行實驗,以檢視翻轉教室教學法在融入在職教育的過程中,是否能對在職學生之學習成效與學習態度有所影響。
    The purpose of this research was to examine the effects of the flipped classroom teaching method on continuing education with respect to the learning achievements of the students as well as their learning attitude toward the subject. This study adopted the experimental research method. There were 39 continuing-education students from T University, who were divided into one experimental group and the other control group.
      The results of the t test and descriptive statistics showed that using the flipped classroom teaching method on the students of the continuing education had no significant difference in their learning achievement, but based on the long-term observation, this method could help students in improving their skills and performance. In addition, the questionnaires on the learning attitude of the learners showed that the continuing education students are highly motivated to learn and willing to apply what they have learned in the workplace. Using the flipped classroom teaching method can effectively elevate the interaction between students and teachers. Overall speaking, the results of the questionnaires told that as far the learning attitude is concerned, it is highly acceptable for the learners to employ the flipped classroom teaching method in their own teaching courses and the learners were also willing to continue the course for studying the flipped classroom teaching method after this experiment. The students were also willing to try the method in their teaching environment.
      The study provided a reference as well as the limitation and advantages of the flipped classroom method to the instructional designer and school teachers while they intended to implement this method into design.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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