Developing a Flipped Classroom Teaching Model and Learning Activities to Enhance Students' Learning Outcomes

發展翻轉教室的教學模式與學習活動規劃以提升學生的學習成效

10.6870/JTPRHE.202112_5(2).0003

施文玲(Wen-Ling Shih)；蔡俊彥(Chun-Yen Tsai)

business etiquette course ； flipped classroom ； flipped teaching ； flipped teaching model ； learning activities ； 商業禮儀課程 ； 翻轉教室 ； 翻轉教學 ； 翻轉教學模式 ； 學習活動規劃

大學教學實務與研究學刊

5卷2期（2021 / 12 / 31）

67 - 101

英文

This study aimed to develop a teaching model and learning activities for a flipped classroom (FC) and to explore the effectiveness of the designed model. The study adopted an action research design. Data were collected through a platform analysis, a questionnaire, classroom observation, and in-depth interviews. Participants of this one-semester study were 34 students enrolled in a business etiquette course at a university of science and technology in southern Taiwan. Findings indicated that the FC teaching model was a considerably effective teaching practice. The results revealed that students had improved their learning effectiveness and had a positive perception on the quality of teaching. In terms of cognition, students had learned the knowledge of each unit, cultivated key abilities, and had a high degree of learning interest and learning satisfaction. Accordingly, it is suggested that the activity design of business etiquette courses in future research should be integrated with daily life practice. Game competition activities may be added to teaching to enhance learning interest. Question-and-answer activities may be integrated into teaching to improve students' concentration and high-level cognitive learning, respectively. Additionally, internet resource search and learning notes activities may be incorporated in learning activities to deepen and broaden learning.

本文旨在發展翻轉教室的教學模式與學習活動規劃，並探討此模式在教學現場實施的成效。本研究採行動研究法。以問卷調查、深度訪談等方式收集資料。研究對象為臺灣某科技大學商業禮儀課程的學生34人。研究期間為一學期。研究結果發現，本研究的翻轉教學模式，在教學實務的實施成效良好。學生提高了學習效率，並對教學質量抱有積極的看法。在認知方面，學生學習了單元知識，培養了關鍵能力，並具有很高的學習興趣和學習滿意度。建議將來課程活動設計可以與日常生活結合、添加遊戲競賽活動以增強學習興趣、問答融入教學以促進高層次的認知學習。

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