翻轉教室中預習教材形式對學生預習投入與學習成效的影響

The Effects of Prestudy Material Types on Students' Prestudy Engagement and Learning Outcomes in Flipped Classrooms

10.3966/261654492019090202004

王豐緒(Feng-Hsu Wang)

重複測量的廣義估計方程式模型 ； 課前預習 ； 學習投入 ； 翻轉教室 ； generalized estimating equation model for repeated measurements ； preclass study ； learning engagement ； flipped classrooms

教學實踐與創新

2卷2期（2019 / 09 / 01）

115 - 138

繁體中文

課前預習是翻轉教室的一個重要活動，學生於上課前進行課前預習，以預備好課堂活動所需的基本知識。因此，本研究探討預習教材的不同形式能否吸引學生投入預習活動並影響學習成效。本研究參與對象為某大學資訊工程學系兩個班級共113人（實驗組59人，對照組54人）參與，實驗組使用互動式影音教材作為預習教材，對照組使用靜態式投影片教材作為預習教材，兩組皆使用Moodle數位平臺記錄學生存取預習教材的時間，作為學習歷程資料。實驗結果顯示：雖然預習教材的形式對於課前預習投入與學習成效均無顯著影響，但互動式影音預習教材對於課前預習投入，仍有一定程度的正面影響。此外，本研究也發現兩組學生的課前預習投入時間，都有隨著週次減少的情形。建議教師未來實施預習機制需加強防弊措施，並宜有其他激勵措施協助學生持續投入課前預習。未來研究可針對翻轉教室中，預習投入所扮演的角色是否是透過學生在課堂活動的學習投入，進而對學習成效產生間接的影響，以及學習動機是否影響預習投入作進一步探究。

Preclass study, which requires students to study before class to acquire the basic knowledge for class activities to be held, is a crucial activity in flipped classrooms. Accordingly, this study used different types of prestudy materials to investigate whether said material types had varying effects on students' engagement in preclass studies and learning outcomes. This study recruited students from two classes in a university department as the study participants, and divided them into an experimental group (59 students) and a control group (54 students). The experimental group was given interactive video materials as the prestudy materials, whereas the control group was given projector slides as the prestudy materials. A digital platform called Moodle was utilized to record the amount of time the students spent accessing prestudy materials, which served as their learning process data. The experimental results showed that although preclass study material types had no significant effect on either the students' prestudy engagement or learning outcomes, interactive video materials did have a positive effect on prestudy engagement. The experimental results also showed that for both student groups, prestudy engagement time decreased every week. Teachers are recommended to enhance their cheating-prevention measures when implementing prestudy mechanisms and introduce other incentives to help students remain engaged in preclass study. Future studies may examine whether students' prestudy has an indirect effect on their learning outcome via their engagement in the classroom activities, and whether learning motivation has an effect on prestudy engagement.

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