教學實踐研究
一般論文

虛實整合-翻轉教學融入體驗式學習在綠色能源課程之初探與反思

王修璇 (Wang Hsiou-Hsuan) 國立宜蘭大學化學工程與材料工程學系副教授
10.7007/JSoTL.202112/PP.0004
本研究旨在探討綠色能源課程中,運用翻轉教學結合體驗式學習的學習成效與滿意度。採個案研究法,以4個學院14個科系的76位大學部學生為研究對象,建構「虛擬教室」作為翻轉教學的課程設計,讓科學抽象知識轉換成視覺化的理解,減少學習焦慮,透過自主學習提升學習成效;在「實體課堂」體驗式學習的實務經驗,結合日常生活,將記憶學習提升至理解應用,同時藉由小組成員合作,增進解決問題的能力,促發學習動機。研究以即時反饋系統(Interactive Response System, IRS)前後測驗作為量化分析,以社會科學統計套裝軟體(Statistical Package for Social Science, SPSS)分析數據,結果顯示,翻轉教室對不同學院的學生在綠色能源課程認知學習成效是正向而有效的,尤其人管學院學生透過自主學習,前測平均分數為75.33分,經過體驗式學習與小組成員合作,後測平均分數可達88.50分,進步約 17.48%,實屬不易。從質性問卷分析結果顯示,不同學院學生對虛實整合教學模式的課程設計滿意度、翻轉教室及小組成員合作,皆有正向的反饋。根據研究結果,本文提出對課程的省思與建議,俾大學教師日後開設相關課程時參考。
即時反饋系統,翻轉教室,體驗式學習
1. 王子龍(2014)。結合概念構圖之翻轉教學法研究─以國小六年級自然與生活科技領域為例(未出版碩士論文)。靜宜大學,臺中市。
2. 吳清山、林天祐(2004)。體驗學習。教育研究月刊,126,151。
3. 侯羽穜(2015)。從Moodle到MOOCs(磨課師)以國文教學法為例。載於銘傳大學(主編),OSET自由軟體與教育科技研討會論文集(頁123 - 129)。臺北市:銘傳大學。
4. 許瑛玿、吳慧珍(2002)。網路合作學習與科學過程技能的學習。科學教育月刊,254,16 - 27。doi:10.6216/SEM.200211_(254).0002
5. 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。
JSOTL

Virtual-real Integration: An Exploration of and Reflections on the Integration of Flipped Teaching with Experiential Learning in a Green Energy Course

Wang Hsiou-Hsuan
10.7007/JSoTL.202112/PP.0004
This study aims to investigate the effects of combining flipped teaching with experiential learning on students’learning effectiveness and satisfaction in a green energy course. The research employs a case study method with 76 undergraduate students from 14 departments of four colleges as participants. The course was designed to flip the digital platform of the classroom with a“virtual classroom”to visualize abstract scientific knowledge, reduce learning anxiety, and improve learning effectiveness through self-directed learning. It combined the practical experience of everyday experiential learning in the“real classroom”to elevate mnemonic learning toward understanding and application and to improve problem-solving ability and learning motivation through group cooperation. Pre-tests and post-tests were conducted via an Interactive Response System (IRS) for quantitative analysis, and Statistical Package for Social Science (SPSS) was used to analyze the data. The results show that the flipped classroom had a positive effect on the cognitive learning effectiveness of the students from the different departments in the green energy course; however, it was found to be exceptionally effective for students from the College of Management. whose pre-test mean score was 75.33 and post-test mean score 88.50 after the experiential learning and group cooperation, showing a significant improvement of 17.48%. The qualitative analysis results show that students from all departments provided a positive feedback on the virtual-real integrated curriculum design of the flipped classroom and group cooperation. Based on the findings, the study proposes useful suggestions for university teachers on conducting such courses in the future and for researchers conducting meta-analyses.
interactive response system, flipped classroom, experiential learning