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|Other Titles: ||A case study of flipped classroom teaching method for user experience design curriculum|
|Authors: ||林明鴻;Lin, Ming-Hong|
|Keywords: ||翻轉教室教學法;使用者經驗設計課程;學習經驗;Flipped Classroom;user experience decign|
|Issue Date: ||2017-08-24 23:58:31 (UTC+8)|
This research attempts to investigate the effects of flipped classroom teaching method on experiences, performances and the degrees of satisfaction of undergraduates’ learning; meanwhile, to go through undergraduates’ survey on flipped classroom as well as the experience and observation of flipped classroom executive so as to go on this study. This research chose 55 students who participated in the course named “user experience design” as objects to keep on a 5-week classroom teaching method. The pre-curriculum material was teaching videos which were produced by the instructor as for the activities in classroom, it couldn’t do without explanation on questions and design implementation, and eventually the evaluation would be WSQ learning sheet and students’ works presentation. “Questionnaire of measurement of learning experience on flipped classroom”, “ an interview outline of flipped classroom learners” and “an observation record on performance of flipped classroom” were chosen to be research tools, so as to analyze information by executing qualitative research method and t verification. The research results show:
1. The verification of outstanding changes about learning experience:
The learning experience of students achieves outstanding difference in Total table, while in the verification of Subscale, motivation, attitude, time management and difficulty elimination … etc. don’t reach outstanding difference, except the degree of anxiety.
2. Learning performance: The tool implementation and performance of induction, analysis and integration on other people’s works are more outstanding than the performance of invention, deduction and creating distinctive value.
3. The feedback of learning satisfaction: The learners like to have their own decision making power of learning, and feel satisfied with the opinion exchange and discussion afforded by flipped classroom.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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