Dissertations / Theses on the topic 'Model «flipped classroom»'

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally, this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

Im Flipped Classroom werden die traditionell im Klassenraum durchgeführten Aktivitäten, i. d. R. die Inhaltsvermittlung, zuhause durch Videoaufzeichnungen des Vortrages durch den Lehrenden vollzogen (Vorbereitungsphase). Dem gegenüber werden die Aktivitäten der traditionellen Hausarbeit, i. d. R. die Vertiefung der Inhalte, in den Klassenraum verlagert (Präsenzphase) ([La00]). Während die Lernenden dabei Inhalte in Diskussionen, Experimenten, Fallstudien etc. vertiefen, agiert der Lehrende als Moderator oder Lernbegleiter. Das Flipped Classroom Model, im deutschen Raum insb. unter dem Synonym des Inverted Classroom Models bekannt, findet zunehmend Anwendung in der US-amerikanischen (siehe dazu z. B. [Ber12]) und britischen Sekundärbildung sowie in der deutschen Tertiärbildung (siehe dazu z. B. [Ha12], [Ha13], [Gro14]). Darüber hinaus gibt es derzeit vielfach Forschungsbestrebungen, welche z. B. die Evaluation des Modells ggü. traditionellen Lehrformen untersuchen, die pädagogische sowie technische Aufbereitung der Videos vorantreiben, den Einsatz in verschiedenen Fachdisziplinen beleuchten oder Erfahrungsberichte und Best Practices kommunizieren (z. B. [Sch12], [Lo12], [Ta13], [Sah14], [Ko14]). Es gibt mehrere Gründe, warum das Model diese Popularität in der Forschung erlangt hat und vielfach Anwendung in der Lehre findet. Studierende werden angesprochen, indem Medien genutzt werden, die sie gewöhnt sind. Dazu gehören Mobile Endgeräte und Plattformen wie Youtube ([Ber12]). Hinzu kommt, dass Videos in der Vorbereitungsphase auf die individuelle Lerngeschwindigkeit angepasst werden können: Schwierige Stellen können wiederholt angeschaut und Einfache übersprungen werden ([Ber12]). Darüber hinaus sind Studierende flexibler in der Entscheidung, wann sie sich der Vorbereitungsphase widmen, was einen nachweislich wichtigen Faktor für Studierende darstellt ([All11], [Cal12], [Mui02], [Oca12]). Aus Sicht der Hochschulen macht das Flipped Classroom Model ein überregionales bis nationales Angebot von Kursen möglich ([All11], [Bet09]). Weiterhin können operative Kosten sowie solche für Räumlichkeiten gespart werden ([Hus14]). 39 Der Lehrstuhl Informationsmanagement der TU Dresden folgt dem innovativen Trend und arbeitet seit 2013 an den Vorbereitungen eines Kurses im Flipped Classroom Format. Ziel ist die Durchführung des Flipped Classrooms im Wintersemester 2015/16. Als ein noch andauerndes Lehrprojekt, werden nachfolgend bereits erreichte und noch ausstehende Meilensteine beschrieben. Dadurch sollen Erfahrungen weitergegeben und Anknüpfungspunkte für einen Austausch gegeben werden.

To meet learning needs of current undergraduate nursing students, and respond to mandates for bettered prepared graduates, nurse educators must restructure curricula and teaching strategies. One strategy garnering increased attention is the flipped classroom model (FCM). This form of instruction requires students to have access to and be accountable for lecture material on their own time, and then use face-to-face classroom time for interactive learning that can include discussion, case study analysis, or application of pre-class lecture content. Although the FCM has gained popularity, few researchers have fully studied this strategy or considered experiences of faculty who implement the model. Nurse educators, in particular, do not have enough evidence-based information to support use of the FCM. The purpose of this study was to explore and describe undergraduate nurse educators’ experiences associated with the FCM and to elucidate factors which enhance and hinder its implementation. With the analytical approach of interpretive description (ID), the researcher sought to highlight what it is like for educators to teach undergraduate nursing students using the FCM and to offer interpretation of what occurs with transition from traditional lecture to this strategy. Three overarching themes emerged from the data: 1) What We Are Doing Is Not Working: “There’s a Big Disconnect”, 2) Charting a Different Course: Experimenting with the FCM, and 3) Reflections of the Journey thus Far. These themes revealed participants’ motivation for transition to the FCM, their patterns of thinking as they restructured coursework, roles and relationships, and considerations regarding use of this model. Results from this study offer implications for future research and provide undergraduate educators footing for continued evidence-based teaching practice.

The learning model known as the flipped classroom is one of the developing ideas of educating students. Bergmann and Sams (2012) using a flipped classroom in 2007 when they recorded lecture for students to view at home and allowing students to work on ?homework? in the classroom. This research was conducted to identify the effect of the flipped classroom on student self-efficacy and the difference in self-efficacy between genders using this model. This study was conducted with 22 physics students in two classes, a traditional and a flipped classroom. The student?s self-efficacy was scored with the Self-Efficacy Survey. The results showed an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When analyzed separately, the males showed a decrease in self-efficacy while the females showed an increase while using the flipped classroom.

Abstract When traditional lecture methods prove ineffective, some professors turn to alternative teaching styles. In particular, a flipped or inverted classroom, where students watch conceptual videos before coming to class and use class time for application and fine tuning of these concepts has become popular in recent years. However, little consensus exists on the efficacy of these strategies. The purpose of this study is to determine whether a flipped classroom structure implemented in a medical school course successfully improved student performance. To do so, I analyzed exam data from the University of Nebraska Medical Center before and after implementation of the alternate method in a course, and compared to another class taken in the same semester that did not undergo any change in teaching style. In addition, I investigated differences among particular student academic and demographic groups that may benefit from learning in an inverted classroom environment. My findings suggest that the flipped classroom strategy is advantageous to student learning and can significantly increase the performance of particular divisions of students such as those with lower-than-average MCAT scores and students who performed highly in their first year of medical school.

<p> The flipped classroom is an emerging teaching practice in which teachers employ a variety of methods to offload direct instruction prior to class and use class time to engage students in active learning. Despite its rapid rise in popularity over the past five years, there are relatively few studies on the efficacy of the flipped classroom teaching model. Of these studies, few use control groups to measure changes is student learning and even fewer use iterative analysis to determine the impact that successive implementation has on the efficacy of the flipped classroom model. This study addresses this gap by measuring the efficacy of a flipped classroom against a traditionally-taught class in two successive semesters. Results showed that the flipped classroom teaching method increased student learning during the second semester of the study. It also found that successive implementation of the flipped classroom was more effective at producing gains in measures of student learning outcomes than a class taught traditionally. Finally, the findings from this study were used to develop recommendations for educators interested in implementing the flipped classroom teaching model.</p>

Introduction: A “flipped classroom” uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. / Aim of the study: Assess the feasibility, acceptability and effectiveness of using the “flipped classroom” teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. / Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. / Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/ or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might in turn facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. / Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever.

For many decades, college English teaching in China has been teacher-centered, mainly focusing on the enhancement of students’ four basic English language skills of listening, speaking, reading and writing, with little attention paid to the cultivation of students’ higher order thinking skills (Tang, 2016; Wang, Xu, & Zhou, 2016). The teacher-centered teaching approach has led to the problem that after having learned English for many years, students cannot speak English fluently (Dai, 2001). There has been a call for promoting the student-centered teaching model in China (NACFLT, 2000). One relatively new approach to support student-centered active learning is flipped instruction (Egbert et al., 2015). In a flipped classroom, the transmission of information in a traditional face-to-face class is moved out of class time, and the class time is devoted to engaging students in active learning to foster deeper understanding of course content and problem-solving skills. The purpose of this multiple case study was to explore the effects of the flipped classroom model on the learning of Chinese undergraduate students in a college English class. Using a purposeful sampling strategy, I selected a flipped English class in a private college in Shanghai, China, which can be regarded as a pioneer in promoting the flipped classroom model in China. I identified six second-year college students to be my respondents. During the six weeks of study in the fall semester of 2019, I collected data from multiple sources including one individual semi-structured open-ended interview with the instructor and each of the student participants, classroom observation, and documentation such as the teacher’s teaching plans, students’ journal entries, course projects, word maps and worksheets (both online or written ones). With a holistic analysis of the data collected, I explored students’ perceptions of the learning experiences in the flipped college English class, which lent an insight into the effects of the flipped classroom model on students’ learning. This study found that the teacher partly flipped her English class. Most of the learning of vocabulary and grammar was moved out of class. The learning of the articles in the textbook was partly flipped, with the initial understanding of the article done before class and the in-depth text analysis carried out in class. In class time, the teacher created an active learning environment with a variety of activities, encouraging students to think and speak English. The flipped learning tasks prepared students for the active learning in class, and the post-class learning tasks engaged students in further learning and thinking. All the six students regarded the teaching model as “original” and “helpful”. They perceived improved learning in the active learning environment in class. In addition, they perceived enhanced autonomy in learning, improvement in their English listening and speaking proficiency, and opportunities for cultivating higher order thinking skills. However, they were also faced with challenges in learning which they attributed to their low proficiency level of English listening and speaking. There was one outlier who preferred the traditional way of teaching and learning English, though he acknowledged the value of the teaching model adopted in this partly flipped English class.

Two ideas are prevalent in teacher professional development today. Teachers are finding new and innovative ways to incorporate technology into their classroom. The use of video and social media is increasing. One type of pedagogy that has emerged among the blended learning pedagogies is flipped instruction, where students participate in some of the instruction outside of the classroom. Another prevalent idea is the focus on inquiry learning and reform-based mathematics instruction. This pedagogy adheres to the idea that students can use their problem solving skills to understand complex mathematics. This qualitative content analysis outlines how one researcher sought to find a balance between the two ideas. The two ideas conflicted at times, but the researcher ultimately found innovative ways to reconcile those conflicts. The study describes how one fourth-grade class used a website to engage in mathematics conversations in a blended learning environment. This blended learning environment maintained the values of a reform-based mathematics classroom. The researcher found that students engaged in conversation online contained instances where students formed theories, questioned one another's theories, built on the thinking of other students, used precise and formal language, and used evidence to support student thinking. Teachers that implement blended learning or flipped instruction should seek out methods that adhere to an inquiry approach to teaching mathematics. The researcher also found that the development of a student in a particular conceptual understanding may have an impact on the depth of conversation they engage in.

Demuestra cómo la aplicación del modelo pedagógico clase invertida (Flipped Classroom) mejora el aprendizaje en la competencia gramatical del idioma inglés en los estudiantes del programa Working Adult, Universidad Privada del Norte, Lima, 2018. La aplicación del modelo pedagógico clase invertida (Flipped Classroom) mejora favorablemente el aprendizaje en la competencia gramatical del idioma inglés en los estudiantes del programa Working Adult, Universidad Privada del Norte. El tipo de investigación fue aplicada, se utilizó el método científico y el método cuasi experimental, de nivel explicativo. El diseño fue el cuasi experimental con dos grupos equivalentes y medición de enfoque cuantitativo. La muestra estuvo conformada por 40 estudiantes del programa Working Adult; la técnica de recolección de datos fue la evaluación para ambos grupos una prueba pre test y prueba post test con su instrumento la lista de cotejo, con validez y confiabilidad. Se aplicó una encuesta a los estudiantes del grupo experimental, ficha de observación de sesiones de aprendizaje. Se realizaron una serie de unidades didácticas utilizando la clase invertida para los dos grupos. La hipótesis fue probada utilizando el estadístico de la T de Student para muestras independientes, mediante el programa SPSS versión 24. Las conclusiones que se aterrizó, la aplicación del modelo pedagógico clase Invertida (Flipped Classroom) mejora el aprendizaje en la competencia gramatical del idioma inglés en los estudiantes del programa Working Adult, con 5% de margen de error, con P-valor = 0 menor al 0,05 de significancia. La media aritmética en el post test para el grupo control fue de 62.5 y para el grupo experimental alcanzó 86,3, con una diferencia significativa para ambas variables.<br>Tesis

碩士<br>淡江大學<br>教育科技學系碩士在職專班<br>104<br>Training costs for enterprises are extremely high, especially in the practical training. When carrying out practical training for trainees, the trainees bear the risks of losing not only the training time, but also the opportunity cost derived from courses. The study focused on the orientation training courses in the life insurance industry and executes the study of flipped teaching. By establishing the practical patterns of orientation training, the study leaded to the reference of flipped teaching for enterprises. Via the methods of design-based research (DBR), the expert interview and the questionnaire survey, the study adopted the flipped teaching to courses. By checking units of the orientation training, the study executed 50% practical courses online. Furthermore, it utilized the problem-orientated teaching design of courses and the cooperative learning pattern of community operation of courses to achieve the effectiveness of pre-class courses.Practice course were arranged for the saved time to enable the pre-class flip for large quantities of narrative knowledge and facilitate the implementation of practical commodity discussion and case breakthrough design in practice course. In this way, flipped teaching will be became more practical. When introducing the flipped teaching into the orientation training of enterprises, course contents were developed according to processes of the teaching design. In the curriculum design, it took the short time problem-orientated as the core and utilizes the prevalence of Line to apply the community operation before, during and after classes. In virtue of designs of stag-issue, learners carried out interactions and learning about issues anywhere. Thanks to changes of curricular activities regarding online and practical courses and the integration of making digital auxiliary means (e-book, speech drafts and others), the time of practical course teaching was saved to promote learners to achieve better learning effects. With the integration of digital auxiliary means, learners were more liable to achieve teaching objectives set by teachers and courses became more practical and interesting as well. The study developed teaching patterns and teaching materials of training before, during and after classes. These were executed in the orientation training class in March 2016. 53 students of the class in total took part in Kirkpatrick four-stage tests regarding their learning effectiveness. The course satisfaction (L1) was improved from 4.45% to 4.84% on average. In course tests (L2), 100% learners finished the pass acceptance of courses. As to the behavioral expression (L3) which was observed from practical application cases of community operations, 100% learners used tools offered by the course to interact with customers. All training managers were accessed through telephone interviews. They all stated that the courses are more practical with the flipped teaching. As to the performance track (L4), it was executed after three months after the implementation of courses. The performance index was improved by 12.5% while the index of number of cases grew by 27.7%. It was found that the willing of newcomers for sales would be intensified after completing the courses. The results of this study were found that (1) practice courses were effectively exerted to the greatest extent with the use of flipped teaching; (2) contents of flipped teaching needed to be carefully designed ; (3) all teaching materials should be designed and make good use of assisted instruction of information technology to intensify the learning effectiveness of flipped teaching. Keywords: flipped learning, blended learning, corporate training of e-learning, flipped teaching

碩士<br>國立虎尾科技大學<br>資訊管理研究所<br>103<br>The flipped classroom model has been applied in various courses such as biology, electronics, and general education. Most previous studies focus on comparing the difference between a traditional and a flipped classroom. Although flipping the classroom has gained popular attention, very little research has explored the impact factors which influence students’ learning outcomes. Therefore, this study aims to discover some important factors influencing students’ learning outcomes in a flipped classroom. The research model, developed based on related literature, consists of three independent variables (learning motivation, interaction, and self-efficacy), one mediator (learning outcome), and one defendant variable (satisfaction). The questionnaire survey method was adopted to collect data from students who had participated in a flipped classroom. A total of 98 questionnaires were received, 83 out of 98 are valid ones. After measuring reliability and validity, collected data were analyzed with the Partial least squares method and SmartPLS 2.0 software. The results show that all hypotheses in research model are supported; that is, motivation, interaction and self-efficacy had positive effects on learning outcomes, which in turn had a positive effect on satisfaction in a flipped classroom.

博士<br>國立臺中教育大學<br>教育資訊與測驗統計研究所<br>104<br>In recent years, flipped classroom teaching projects have been highly emphasized, all subject experts and content experts have made efforts to develop all related teaching materials and teaching projects. They aim to enhance students’ learning effects. This study was to investigate the learning effects through the flipped classroom teaching project based on science inquiry models using an experimental research method .In this study, the teaching goal is the unit of electricity and magnetism in the Sixth Book of Hanlin textbook. Owning to the characteristics of the nature and life science learning field, the teaching methods in the experimental group and in the control group are all based on the science inquiry models. However, the experimental group adopted the flipped classroom teaching project based on science inquiry model ,yet the control group adopted traditional project based on science inquiry model.In the flipped classroom teaching project, all teaching videos that students had to watch were arranged by some sequences and teaching processes according to "knowledge structures" of electricity and magnetism. Most importantly, related academic researches are very rare. The subjects were sixth grade students from an elementary school in Chungha County, including 51 students in the experimental group and 51 students in the control group. Besides the knowledge structure of electricity and magnetism and the flipped classroom teaching project based on science inquiry model,the major findings of this research are the following： 1. The learning achievement of students in the flipped classroom teaching project based on science inquiry model is significantly better than that of students in the traditional teaching project based on science inquiry model. 2. The learning retention of students in the flipped classroom teaching project based on science inquiry model is significantly better than that of students in the traditional teaching project based on science inquiry model. 3. The learning engagement of students in the flipped classroom teaching project based on science inquiry model is significantly better than that of students in the traditional teaching project based on science inquiry model.

碩士<br>醒吾科技大學<br>資訊科技應用系<br>105<br>Elementary schools in Taiwan have implemented mother tongue education for many years. However, the overall conditions of teaching environment are not up to standard, limiting the capabilities of students, with listening, speaking, reading and writing skill in mother tongue and knowledge of local cultural awareness all at inadequate levels. In view of these environmental conditions, it is difficult to compromise the hours of other basic courses in elementary schools. Therefore, using the modern thinking and methods to create a viable teaching model that meets the needs of the hours of teaching in mother tongue language, will help address the urgent problem that needs to be solved. In this study, the concept of flipped classroom, self-.learning, the characteristic of the mother tongue and distance education skills are replaced with the concept of the existing learning environment between school and home. Moreover, updating the existing teaching materials in the classroom to homework pattern which is adapted to the students need learning from distance education, and to provide students with opportunity to seek interaction with friends, relatives in the surrounding area learning and solving the problems. Teachers then collect and assess students’ uploaded answers by where they can reinforce the relevant works in the classrooms, reinforcing the related knowledge students require in mother tongue. The relevant verification test is conducted by using the quasi-experimental method. First, using web. collaboration platform provided by Google as a platform for distance interaction and database and designing teaching website for uploading the record in mother tongue. Moreover, changing Taiwanese material in elementary schools to homework material which is easier for distance education and facilitate the students and family or neighborhood to learn and understand. And then, choosing two senior classes in the elementary school as experimental group and practicing the innovative teaching model and the control group of traditional teaching model to test listening, speaking, reading, writing and cultural awareness before experiment, then make short-term teaching experiment on a specific subject. Once finished, proceeding post-test to identify the differences between new teaching method and traditional teaching method. The test subject in this study is selected from a class of 6th grade elementary students based at two different schools in Taoyuan City, who speak Taiwanese as mother tongue. The two groups of students were set up as experimental group and control group for 8 weeks of Taiwanese language teaching experiments, and with the scores seeing single-factor analysis of covariance by SPSS statistical method. The overall result shows that the students who use the flipped classroom innovative education of elementary mother tongue education, regardless of their pre-school ability or gender, are better than those who are taught with traditional method and achieve an average of 11.76 points or more;and the attitude to learning and acceptance by parents are also positive.

碩士<br>中華大學<br>資訊工程學系<br>104<br>Flipped classroom has caught a lot of notice in recent years. It helps students engage and focus on their learning and offers a new model for teaching. Flipped classroom combines active and student-centered learning with materials that can be applied to solving real-world problems. In flipped classrooms, the teacher guides students to think and discuss, and to give professional feedback and advice. However, some problems occur with flipped classroom. First, it is hard to verify if the students read the assigned materials at home. Second, it is hard to encourage each student to join the discuss and express themselves. To cope with these problems, IRS (Interactive Response System) is employed in this thesis to support flipped classroom. IRS not only helps students focus their attention, but also help them clarify their thinking. To investigate the impact of using IRS in flipped classroom, a field experiment was conducted. Three groups of students joined this experiment. The experiment group incorporated IRS in the flipped classroom. The first control group studied in the traditional flipped classroom. And the second control group just learned in a traditional classroom. Three teaching plans of mathematics concepts were established for the three groups of students. The experiment results show that flipped classroom promoted students’ learning achievement. When IRSs were incorporated in flipped classroom, the flow experience and the learning motivation were also promoted, while the cognitive load was reduced.

碩士<br>淡江大學<br>教育科技學系數位學習在職專班<br>103<br>Education reform have taken different forms through policies, systems, instructions, teachers and environment all around the world. While education reform had many similar goals for citizens who was acquired abilities of self-learning and critical thinking. Recently, the flipped classroom has been a hot issue among education fields and many books have been published to promote it as an innovative method to facilitate learning in communication with teachers and other learners. It promises in preparingstudents to be active participants in their own learning. The purposes of this study were to examine the influences of flipped-classroom teaching model on critical thinking abilities.A quasi-experiment study was used and four sixth graders’ classes in Penghu County were selected and random assigned into two classes to be experimental group with 34 students and the other to be control group with 33 students. The experimental group used a flipped classroom model as teaching model, and control group used a traditional teaching model, to learn "Scratch". The experimental group students watched lecture videos on youtube before classes as the control group students were lectured with oral presentation or screen demonstration. The treatment for the experiment lasted for 8 weeks and both groups took a pretest and a posttest. The findings of the study were list as follows: (1)There was significant difference between two groups on critical thinking skills(p<.05); (2) There was significant difference between two groups on critical thinking dipositions(p<.05); According to the results obtained from experiment, the flipped classroom teaching model had its practical value. Compared with the traditional teaching model, the flipped classroom teaching model shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth. Also, it created flexible spaces which learners choose when and where they learn. These advantages engaged students as active participants in their own learning, enhanced their abilities of learning, promote their critical thinking and oral presentation.

碩士<br>康寧大學<br>應用外語研究所<br>103<br>Reading ability is regarded as the foundation of learning. However, in Taiwan, many students do not achieve the English reading proficiency. On the other hand, the flipped classroom model has become a trend in recent years. In the flipped classroom model, students preview the content before the class. Then, in class, teachers arrange discussion or practical exercises to promote students’ learning. A number of studies have shown that the flipped classroom model can improve students’ learning achievement and attitudes towards learning. Therefore, this study attempted to explore the effects of using the flipped classroom model in an elementary school English program on improving students’ English reading comprehension and attitudes towards English learning. The participants were 52 fifth graders from an elementary school in Chunghua County. The experimental group was taught by the integrated use of the flipped classroom model for 14 weeks. Four instruments were employed, consisting of instructional materials, an English reading test, a questionnaire of attitude towards English learning, and a questionnaire of students’ opinions towards the flipped classroom model. Three major findings of the study were as follows: 1.The use of the flipped classroom model in an English program enhanced elementary students’ English reading comprehension. 2.The use of the flipped classroom model in an English program improved elementary students’ attitudes towards English learning. 3.Positive responses were displayed to the use of the flipped classroom model in an English program. Finally, some pedagogical implications were offered for the future researches.

碩士<br>康寧大學<br>應用外語研究所<br>103<br>The main aim of this study was to explore the influence of the flipped classroom model on the sixth-graders’ learning achievements and motivation in health education course. It also attempted to understand students’ learning attitude after implementing this model. A quasi-experimental study was adopted as the main research method. Research participants were 56 sixth-graders in one elementary school in Tainan City. There were 28 students in the experimental group, and 28 students in the control group. The flipped-classroom model was implemented in the experimental group and the conventional pedagogical model was implemented in the control group. Before the experiment, students of the two groups were required to take the health education course learning motivation scale. A health education knowledge competence pretest was undertaken as well. After all teaching sessions of this experiment, the two groups were required to take the health education course learning motivation scale again. Their health education knowledge competence was also evaluated again. After collecting the data and analyzing the statistics, the results were as follows: (a) students’ learning motivation was improved through the flipped classroom model; (b) students’ achievements were improved through the flipped classroom model; (c) the majority of students held a positive attitude towards the flipped classroom model. The research findings may serve as guide for the further research on flipping classroom model.

碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士在職專班<br>107<br>The research aims to investigate junior high school teachers Implementation of “flipped classroom” the relevant factors. The research proposes a set of suggestions for the educational administrative units, schools, teachers and follow-up research references.A “ Questionnaire on the attitude and intention of teachers in junior high school to flip classrooms with technology acceptance model” was designed and administered after the reviewing of related literatures. The population is 46,772 teachers from 732 junior high schools of in 2018. With the stratified random sampling, 500 questionnaires were distributed and 379 are valid. The availability rate was 75.8%. The results were processed with SPSS for Windows and analyzed through descriptive statistics, independent sample t-test, ANOVA, and using AMOS statistical software to structural equation analysis. The study has findings as follows: 1.Junior high school teachers slightly perceived ease of use to implement the flip classroom，there are significant differences in gender, seniority, position, and school area. 2.Junior high school teachers slightly perceived usefulness to implement the flip classroom，there are significant differences in seniority, position, and school area. 3.Junior high school teachers attitude towards implementing the flip classroom is slightly biased towards the front，there are significant differences in position, and school area. 4.Junior high school teachers slightly have the will to implement the flip classroom, there are significant differences in age, seniority, position, school area. 5.Junior high school teachers are aware that the school administration team and colleagues can provide relevant support when implementing the flip classroom，there are significant differences in seniority, position, school area ,there are significant differences in age, seniority, position, school area. 6.Junior high school teachers have a little confidence in implementing the flip classroom ,there are significant differences in age, seniority, position, school area. 7.school teachers have the knowledge and skills of relevant information technology and can be applied to implement the flip classroom , there are significant differences in gender, age, seniority, position, main teaching area, school area. 8.This study points out that there is a positive relationship between the implementation of flipping classrooms in the Junior high school teachers and the technology acceptance model, but some of the impact relationships are not significant. This study proposes the following recommendations： 1.Educational administrative units handle related courses in flipping classrooms in all regions of the country. 2.Educational administrative units and schools assist in providing teachers with relevant resources and support for implementing the flip classroom. 3.The school established a flip classroom promotion group to help promote the implementation of flip classrooms. 4.Teachers actively promote the professional ability to implement the flip classroom, improve information literacy. 5.Teachers assist students in adjusting their perceptions of learning and transform into active learning. 6.Suggestions for future research, taking teachers in different education stages as research objects、use different external variables.

碩士<br>康寧大學<br>應用外語研究所<br>103<br>The flipped classroom model has attracted considerable research attention and gained growing popularity around the world. Although a great deal of research has confirmed the pedagogical benefits of the flipped classroom model in higher education, there is little discussion on junior high school English grammar learning in Taiwan. With a view to Taiwan junior high school students’ less proficiency in their English grammar learning and passive learning attitudes, there is a need to increase their learning motivation and promote their English grammar learning effect. Therefore, this study aimed to investigate the integration of the flipped classroom model into junior high school English grammar learning in Taiwan aligned with the inspection of peer interaction patterns displayed during the implementation. Also, students’ responses to the use of the flipped classroom model were explored after the treatment. This study involved 53 eighth graders from two intact classes in central Taiwan. One class with 29 participants was assigned to the experimental group applied the flipped classroom model, whereas the other class with 24 participants was assigned the control group receiving tranditional instruction for fourteen-week class periods. Four instruments were used to analyze the data quantitatively and qualitatively for this study, including grammr learning materials on YouTube, a grammar test, an interaction observation checklist, and a questionnaire on students’ responses to the use of the flipped classroom model. The major findings were summarized as follows: (1)The integration of the flipped classroom model into English instruction enhanced junior high school students’ English grammar learning effectively. (2)Higher frequency peer interaction patterns were identified on the modified Flanders Interaction System in the flipped classroom model, including accepting or exchanging information or ideas of peers, raising questions or seeking assistance, and providing assistance. (3)Students’ feedback toward the flipped classroom model was generally positive. According to the findings, some pedagogical implications are proposed. Finally, the limitations of this study and suggestions for future research in this area are presented.

博士<br>國立彰化師範大學<br>科學教育研究所<br>105<br>This study intended to investigate the development and Implementation of the model integrating flipped classroom into argumentation-based inquiry teaching and student learning performance. Primarily several quasi-experiments were adopted. The participants, including 15 teachers, 36 classrooms, and 1005 students, all came from 6 cities in the north, middle, and south cities of Taiwan. The influence of both the extent of information technology integration and the model of flipped classroom incorporated into argumentation-based inquiry on students’ learning achievement, argumentation ability and the perception of learning environment will be discussed. The extent of information technology integration was manipulated to variant degrees from the lowest integration of no integration, teacher demonstrating power-point slides, teacher demonstrating computer simulation, to the highest integration of student playing computer simulation. The models incorporating flipped classroom into argumentation-based inquiry teaching were designed as 3 types which included lecture, AIR (Argumentation-Inquiry-Reflection), and IPAD AIR (Induction, Preview note, Assessment, and Designed video before Argumentation-Inquiry-Reflection). The IPAD refers to the students’ learning at home before formal classroom instruction. According to the manipulation of teaching models, the participants were assigned into 7 kinds of instruction: traditional lecture instruction, teacher demonstrating PPT with argumentation-based inquiry, teacher demonstrating computer simulation with argumentation-based inquiry, student playing computer simulation with argumentation-based inquiry, flipped classroom incorporated into teacher demonstrating PPT with argumentation-based inquiry, flipped classroom incorporated into demonstrating computer simulation with argumentation-based inquiry, as well as flipped classroom incorporated into student playing computer simulation with argumentation-based inquiry. The topic of instruction focused on the biological genetic topics from textbook in 7th grade curriculum. All the 7 kinds of instruction lasted for 13 classes including 1 class for pre-test, 2 classes for post-test, and 10 classes for the target heredity curriculum. The traditional lecture instruction functioned as controlled group which did not have any information technology integration nor flipped classroom into any argumentation-based inquiry. The other kinds of instruction were all experimental groups which used the software of Biologica computer simulation and AIR in the way of graduated scaffolding to access both argumentation and inquiry. The difference among the experimental groups lay in the extent of information technology integration and whether IPAD was incorporated. In regard with the data analysis, two-way ANCOVA and one-way ANCOVA were used to deal with the data from the pre-test and post-test. The data of argumentation capability and learning environment perception, drawn from the assessment sheet and the rubrics of constructing multimedia learning environment, were processed by either two-way ANOVA and one-way ANOVA. The results revealed that both the extent of information technology integration and the model of flipped classroom incorporated into argumentation-based inquiry were not significant with respect to the interaction of learning achievement and learning environment perception. However, it was significant with respect to argumentation capability (p = .005). In result, all the classrooms accepted AIR outscored the others in learning achievement, argumentation capability and learning environment perception (p < .01). The extent of information technology integration could influence learning achievement. The strategy of student playing computer simulation could facilitate conceptual learning of heredity, relevant argumentation as well as the perception of learning environment (p < .05). The variant kinds of flipped classroom incorporated into argumentation-based inquiry would also influence learning achievement. All the participants who had accepted IPAD AIR had better learning achievement, argumentation capability, and learning environment perception than those who only accepted AIR. In addition, students’ feedback revealed that they could control the software even if it was labeled in English. They did not only confirm that they loved the curriculum but also expressed the integration of computer simulation was much more beneficial in learning the topic of Mendel pea plant experiment. Moreover, the strategies of IPAD AIR can facilitate their learning. Researcher reflected that IPAD AIR teaching model can be more elaborated, and the implementation of IPAD AIR teaching can enhance their professional growth on flipped classroom into argumentation-based inquiry teaching. Finally, the relative suggestion of teaching and research were discussed.

碩士<br>臺北市立大學<br>資訊科學系碩士在職專班<br>105<br>Mathematics is the most difficult subject for the 6th graders. As for the teachers in teaching mathematics, they face many dilemmas including individual difference with different cognitive abilities, backgrounds and learning styles. How can the teachers achieve the teaching goals while facing different individuals? Within limited time for each class, it’s fairly challenging for the teachers to take care of the students with different learning abilities. Flipped classroom model, adopting different teaching methods as well as implementing differentiated instruction and remedial teaching, has great potential for reducing aforementioned dilemmas in elementary math class. Therefore, the main purpose of this study is to integrate flipped classroom model into math class and to investigate its effect. Before the class, the students are asked to attend the Taipei CooC Cloud learning School to read mathematics courses outline and learning steps. Afterwards, the students are asked to set their learning goals of the unit, and to watch the online video-based materials for self-discipline learning and completing online test. In class, the cooperation learning strategy is employed through class discussion, inquiries, and group cooperation learning. Then, according to the individual test results and the analysis of the error types, remedial teaching is offered through Taipei CooC Cloud learning system to promote the students’ mathematical learning effectiveness. This study adopts the quasi experimental design for conducting a learning experiment. The subjects are the 46 sixth graders from two classes in Taipei City, divided into experimental group and control group. The experimental group accepts the flipped classroom model, while the control group accepts traditional teaching model with digital devices and resources. Three math units are adopted in this research, including "fractional division", "decimal division", and "ratio and specific value". The learning experiment lasts for six weeks. The research developed many tools for investigating the effect of flipped classroom model, including "math learning achievements test", "math learning attitude inventory", "math learning self-efficacy inventory ", "students’ perception toward flipped classroom model questionnaire", " questionnaire of students’ flow in CooC learning " and "parents’ perception toward flipped classroom model questionnaire". The collected data is analyzed through SPSS 20 statistics software by adopting descriptive statistics, paired samples t test, independent sample t test, and one-way ANCOVA method. The results reveal as follows: (1) The flipped classroom model can enhance math learning achievements significantly. (2) The flipped classroom model can enhance part of math learning attitude significantly. (3) The flipped classroom model can promote the learners’ self-efficacy in learning mathematics significantly. (4) The students and their parents show positive perception and appraisal toward CooC learning. Keywords: flipped classroom; cooperative learning; differentiated instruction; math learning; Taipei CooC cloud

碩士<br>中原大學<br>應用外國語文研究所<br>104<br>The flipped classroom has become a popular issue around the world. Previous studies show the effectiveness and pedagogical benefits on the use of the flipped classroom model in language learning, mostly in a higher level of education. However, the studies which have empirically documented the link between the junior high school students’ English listening and the flipped classroom model is scant. English listening comprehension has been included as an important part of the Comprehensive Assessment Program for Junior High School Students in Taiwan since 2015. Therefore, this study aimed to explore the effect, responses and cooperative learning of using the flipped classroom model on junior high school students’ English listening proficiency. This research involved listening pre-test and post-test, a questionnaire, semi-structured interviews and classroom observation which were analyzed in quantitative and qualitative methods respectively. 48 junior high school students were recruited to participate in the study. One group of the participants was the control group who received traditional lecture-based instruction while the other group of the participants was the experimental group who received the instruction of the flipped classroom model. The total length of the study lasted fourteen weeks including pre-test and post-test before and after the treatment. Results of this study showed the flipped classroom model enhanced junior high school students’ English listening proficiency and it was a significant form of learning in English listening instruction. The students made progress in English listening after receiving the flipped classroom instruction. The students’ responses were highly positive on the use of the flipped classroom model. Besides, the students enhanced their learning ability by cooperative learning. To conclude, this study highlights the benefits of the flipped classroom model and provides English teachers with a better understanding of how the technology facilitates students’ English listening. The pedagogical implications and suggestions for future research in English listening are discussed.

碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>106<br>The purpose of this research is to explore the effect of the flipped classroom teaching model on the motivations, attitudes, experiences and emotions of Higher Vocational Mathematics Study. We conduct a further analysis of the correlation students’ motivations, attitudes, experiences and emotions for learning mathematics and their learning achievements after implementing the flipped classroom Teaching Model. Our research subjects are 61 second-year students in a comprehensive high school vocational program of a national senior vocational school. The implementation unit was Higher Vocational Mathematics Class C “Probability and Statistics. The research lasted 5 weeks and utilized grouping cooperative learning. The students were grouped based on their mid-term math test scores and the heterogeneity of their characteristics, and each group included three students. The results of the study will be analyzed in terms of high-score, middle-score and low-score experimental components. The motivations, attitudes, experiences and emotions with respect to mathematics study were assessed by using a mathematics learning scale. These indicators were measured before and after the study. Students’ learning achievements were assessed via mid-terms and final exams. The quantified assessment results showed that: there were significant differences within the high-score group in terms of mathematics study attitudes and experience; there were no significant differences within the mid and low-score groups in terms of mathematics study motivations, attitudes, experience and emotions; there were significant differences within the mid and low-score groups in terms of learning achievements. Correlation tests showed that there was a significant positive correlation between mathematics study motivations and learning achievements, attitudes/experiences and learning achievements, and emotions and learning achievements. Qualitative results from student interviews showed that this teaching model made the class atmosphere lively, brightened the students’ mood and reduced their anxiety. In addition, the self-efficacy of the students in the low-score group enjoyed a marked increase, which in turn increased their desire to learn and established numerous positive learning experiences. However, some students with poor self-discipline were unwilling to accept the flipped classroom teaching model, which affected the quality of group discussion and learning.

Kontext und Motivation: Im Lehr-Lern-Format „Flipped Classroom“ eignen sich Lernende selbstständig Inhalte mit Materialien in der Vorbereitungsphase an und vertiefen sie anschließend in der Präsenzphase. Aktuell fehlen ein theoretisches Modell zur Beschreibung des Flipped Classrooms sowie ein ausführlich beschriebenes Flipped Classroom-Design. Weiterhin berichten Lehrende von der Überforderung Studierender bei der selbstständigen Erarbeitung in der Vorbereitungsphase. Dies kann auf den mangelnden Einsatz von Lernstrategien zurückzuführen sein. Lernstrategien können durch Gestaltungsmaßnahmen adressiert und ihr Einsatz dadurch gefördert werden. Gestaltungsmaßnahmen initiieren Handlungen bei Lernenden durch Interaktionen mit dem Lehrenden und Materialien bzw. Aufgaben. Welche Gestaltungsmaßnahmen zur Adressierung von Lernstrategien in der Vorbereitungsphase geeignet sind, untersuchen bisherige Studien nicht. Darüber hinaus werden Gestaltungsempfehlungen oder Redesign-Ansätze für die Weiterentwicklung eines Flipped Classroom-Designs selten systematisch abgeleitet. Zielstellung der Arbeit: Folgende Ziele werden abgeleitet: Erstes Ziel ist die Entwicklung eines Flipped Classroom-Modells. Als Proof of Concept soll dieses Modell die Einordnung der weiteren Arbeit ermöglichen. Zweites Ziel ist ein Flipped Classroom-Design und dessen Implementierung in einem Flipped Classroom-Pilotkurs. Drittes Forschungsziel ist die Evaluation der Lernstrategieadressierung durch Gestaltungsmaßnahmen in der Vorbereitungsphase. Es sollen Gestaltungsempfehlungen und Redesign-Ansätze abgeleitet werden. Vorgehensweise: Für das Flipped Classroom-Modell werden durch eine systematische Literatur-, quantitative und qualitative Inhaltsanalyse Schlüsselwerke und Merkmale zum Flipped Classroom analysiert. Sie werden mit einschlägiger Modelltheorie zusammengeführt. Teile des Modells werden in einem Hochschul-Pilotkurs an der Technischen Universität Dresden implementiert. Das zu Grunde liegende Flipped Classroom-Design wird anhand literaturbasierter und eigener Kriterien systematisch dargelegt. Die Evaluation der Gestaltungsmaßnahmen in der Vorbereitungsphase erfolgt mit einer quantitativen Inhaltsanalyse adressierter Lernstrategien und einer qualitativen Inhaltsanalyse von Interviewaussagen. Ergebnisse und Schlussfolgerungen: Das Flipped Classroom-Modell zeigt Merkmale in den Ebenen „Grundannahmen“, „Lernziele“, „Lernformen“ sowie „Methoden und Umsetzung“. Für die Darlegung des Flipped Classroom-Designs werden Kern- (z. B. Vorlesungsaufzeichnung) und flankierende Gestaltungsmaßnahmen (z. B. Quizzes) systematisch und ausführlich beschrieben. In der quantitativen Evaluation werden Ergebnisse in Form der Breite und Effektivität adressierter Lernstrategien vorgelegt. Aufgrund der hohen Werte beider Indikatoren werden die Gestaltungsmaßnahmen „Vorlesungsaufzeichnung“, „Concept Map in Partnerarbeit“, „Quizzes“ und ein transparenter, strukturierter „Zeitplan“ als Gestaltungsempfehlungen abgeleitet. Aus der qualitativen Inhaltsanalyse lassen sich allgemeine Redesign-Ansätze formulieren, wie die Bedeutung des Zusammenspiels von Kern- und flankierenden Gestaltungsmaßnahmen in der Vorbereitungsphase. Ein spezifischer Redesign-Ansatz ist die Aufgabenstellung der kollaborativen Erstellung einer Concept Map. Implikationen und weiteres Forschungspotenzial: Das Flipped Classroom-Modell ermöglicht eine Abgrenzung zu anderen innovativen Lehr-Lern-Formaten sowie die Einordnung zukünftiger Forschung. Eine kritische Auseinandersetzung mit enthaltenen Begriffen und Zusammenhängen kann zur theoretischen Untersetzung und einem konsensuellen Verständnis zum Flipped Classroom beitragen. Die Systematik der Beschreibung des Flipped Classroom- Designs vereinfacht die Implementierung der Gestaltungsmaßnahmen in anderen Hochschulkontexten. In erneuten Design-Zyklen können Redesign-Ansätze und Gestaltungsempfehlungen dieser Evaluation einfließen und zum Etablieren mehrfach bewährter Design-Guidelines führen.:1. EINLEITUNG 1.1. RELEVANZ UND FORSCHUNGSSTAND ZUM FLIPPED CLASSROOM 1.2. PROBLEM- UND ZIELSTELLUNG 1.3. VORGEHEN UND AUFBAU 1.4. FORSCHUNGSPARADIGMA 2. THEORETISCHE GRUNDLAGEN: FLIPPED CLASSROOM 2.1. BEGRIFFLICHE ABGRENZUNG UND DEFINITION 2.1.1. Begriffliche Abgrenzung 2.1.2. Literature Review zur Definition 2.1.3. Arbeitsdefinition zum Flipped Classroom 2.2. INTEGRIERTE KONZEPTE 2.2.1. Lerntaxonomie nach Bloom 2.2.2. Selbstgesteuertes Lernen 2.2.3. Priming und Pre-Training 2.2.4. Peer Assisted Learning, Peer Instruction und Peer Tutoring 2.2.5. Aktives Lernen 2.2.6. Lerner- und lehrerzentriertes Lernen 2.2.7. Problembasiertes Lernen 2.2.8. Kollaboration und Kooperation 2.3. LERNTHEORIEN ALS ÜBERGEORDNETE KONZEPTE 2.3.1. Behaviourismus 2.3.2. Kognitivismus 2.3.3. Instruktion und Instructional Design 2.3.4. Konstruktivismus 2.4. E-LEARNING UND BLENDED LEARNING ALS ÜBERGEORDNETE KONZEPTE 2.4.1. E-Learning 2.4.2. Blended Learning 3. METHODISCHE GRUNDLAGEN 3.1. SYSTEMATISCHE LITERATURANALYSE 3.2. QUANTITATIVE INHALTSANALYSE 3.3. QUALITATIVE INHALTSANALYSE 4. MODELL ZUM FLIPPED CLASSROOM 4.1. EINLEITUNG: SCHLÜSSELWERKE UND ENTWICKLUNG EINES DESKRIPTIVEN MODELLS 4.2. FORSCHUNGSSTAND: MODELLE ZUM FLIPPED CLASSROOM 4.3. THEORETISCHE GRUNDLAGEN: MODELLTHEORIE 4.3.1. Definition von Modellen 4.3.2. Abbildungs,- Verkürzungs,- und pragmatisches Merkmal von Modellen 4.4. ERGEBNISSE: SCHLÜSSELWERKE ZUM FLIPPED CLASSROOM 4.4.1. Vorgehen 4.4.2. Schlüsselwerke Flipped Classroom 4.5. ERGEBNISSE: BESCHREIBUNG DES FLIPPED CLASSROOMS 4.5.1. Vorgehen 4.5.2. Beschreibung Definition und Grundannahmen 4.5.3. Beschreibung Vorbereitungsphase 4.5.4. Beschreibung Präsenzphase und Lernformen beider Phasen 4.6. ERGEBNISSE: MODELL ZUM FLIPPED CLASSROOM 4.6.1. Vorgehen: Modell 4.6.2. Flipped Classroom-Modell und Abbildungsmerkmal 4.6.3. Verkürzungs- und pragmatisches Merkmal 4.7. LIMITATION UND AUSBLICK 5. DESIGN EINES FLIPPED CLASSROOM-PILOTKURSES 5.1. EINLEITUNG: DESIGN UND SYSTEMATISIERUNG EINES FLIPPED CLASSROOM-PILOTKURSES 5.2. FORSCHUNGSSTAND: DESIGN BASED RESEARCH ZUM FLIPPED CLASSROOM 5.3. THEORETISCHE GRUNDLAGEN: INTEGRIERTE DIDAKTISCHE METHODEN UND ANSÄTZE IN DER THEORIE 5.3.1. Concept Maps 5.3.2. Gamification 5.4. VORGEHEN: SYSTEMATISIERUNG DES FLIPPED CLASSROOM-DESIGNS 5.5. RAHMENBEDINGUNGEN DES FLIPPED CLASSROOM-DESIGNS 5.5.1. Modulbeschreibung 5.5.2. Aufbau, Ablauf und Inhalte 3. METHODISCHE GRUNDLAGEN 3.1. SYSTEMATISCHE LITERATURANALYSE 3.2. QUANTITATIVE INHALTSANALYSE 3.3. QUALITATIVE INHALTSANALYSE 4. MODELL ZUM FLIPPED CLASSROOM 4.1. EINLEITUNG: SCHLÜSSELWERKE UND ENTWICKLUNG EINES DESKRIPTIVEN MODELLS 4.2. FORSCHUNGSSTAND: MODELLE ZUM FLIPPED CLASSROOM 4.3. THEORETISCHE GRUNDLAGEN: MODELLTHEORIE 4.3.1. Definition von Modellen 4.3.2. Abbildungs,- Verkürzungs,- und pragmatisches Merkmal von Modellen 4.4. ERGEBNISSE: SCHLÜSSELWERKE ZUM FLIPPED CLASSROOM 4.4.1. Vorgehen 4.4.2. Schlüsselwerke Flipped Classroom 4.5. ERGEBNISSE: BESCHREIBUNG DES FLIPPED CLASSROOMS 4.5.1. Vorgehen 4.5.2. Beschreibung Definition und Grundannahmen 4.5.3. Beschreibung Vorbereitungsphase 4.5.4. Beschreibung Präsenzphase und Lernformen beider Phasen 4.6. ERGEBNISSE: MODELL ZUM FLIPPED CLASSROOM 4.6.1. Vorgehen: Modell 4.6.2. Flipped Classroom-Modell und Abbildungsmerkmal 4.6.3. Verkürzungs- und pragmatisches Merkmal 4.7. LIMITATION UND AUSBLICK 5. DESIGN EINES FLIPPED CLASSROOM-PILOTKURSES 5.1. EINLEITUNG: DESIGN UND SYSTEMATISIERUNG EINES FLIPPED CLASSROOM-PILOTKURSES 5.2. FORSCHUNGSSTAND: DESIGN BASED RESEARCH ZUM FLIPPED CLASSROOM 5.3. THEORETISCHE GRUNDLAGEN: INTEGRIERTE DIDAKTISCHE METHODEN UND ANSÄTZE IN DER THEORIE 5.3.1. Concept Maps 5.3.2. Gamification 5.4. VORGEHEN: SYSTEMATISIERUNG DES FLIPPED CLASSROOM-DESIGNS 5.5. RAHMENBEDINGUNGEN DES FLIPPED CLASSROOM-DESIGNS 5.5.1. Modulbeschreibung 5.5.2. Aufbau, Ablauf und Inhalte 5.6. ERGEBNISSE: DESIGN DER VORBEREITUNGSPHASE – GESTALTUNGSMAßNAHMEN UND -ASPEKTE 5.6.1. Vorlesungsaufzeichnungen 5.6.2. Zusatzmaterial 5.6.3. Quizzes 5.6.4. Concept Maps und Mini Peer Review 5.6.5. Wettbewerbe 5.6.6. Design der Vorbereitungsphase im Flipped Classroom-Modell 5.7. ERGEBNISSE: DESIGN DER PRÄSENZPHASEN – GESTALTUNGSMAßNAHMEN UND -ASPEKTE 5.7.1. Einführungsveranstaltung und erste Präsenzphase: Debatte 5.7.2. Zweite Präsenzphase: Projekt 5.7.3. Dritte Präsenzphase: Fallstudie 5.7.4. Vierte Präsenzphase: Fragen und Diskussion 5.7.5. Design der Präsenzphase im Flipped Classroom-Modell 5.8. ZUSAMMENFASSUNG UND FAZIT 6. VORBEREITUNGSPHASE DES FLIPPED CLASSROOMS – EVALUATION UND REDESIGN 6.1. EINLEITUNG: LERNSTRATEGIEN, WAHRNEHMUNG UND REDESIGN-ANSÄTZE 6.2. THEORETISCHE GRUNDLAGEN: LERNSTRATEGIEN 6.2.1. Definition Lernstrategien 6.2.2. Lernstrategieformen und Einflussfaktoren auf den Einsatz von Lernstrategien 6.2.3. Förderung von Lernstrategien und Zusammenhang zum Lernerfolg 6.2.4. Methoden zur Erfassung von Lernstrategien 6.3. VORGEHEN: DATENERHEBUNG 6.3.1. Einsatz leitfadengestützter Interviews und Leitfadenaufbau 6.3.2. Erhebungszeitraum, Probanden und Transkription 6.4. VORGEHEN: DATENAUSWERTUNG 6.4.1. Qualitative Inhaltsanalyse 6.4.2. Quantitative Inhaltsanalyse 6.5. ERGEBNISSE: QUANTITATIVE EVALUATION ADRESSIERTER LERNSTRATEGIEN 6.6. ERGEBNISSE: QUALITATIVE EVALUATION DER VORLESUNGSAUFZEICHNUNGEN 6.6.1. Lernstrategien und Redesign-Ansätze 6.6.2. Wahrnehmung und Redesign-Ansätze 6.7. ERGEBNISSE: QUALITATIVE EVALUATION DER CONCEPT MAP 6.7.1. Lernaktivitäten und Redesign-Ansätze 6.7.2. Wahrnehmung und Redesign-Ansätze 6.8. ERGEBNISSE: QUALITATIVE EVALUATION DES MINI PEER REVIEWS 6.8.1. Lernaktivitäten und Redesign-Ansätze 6.8.2. Wahrnehmung und Redesign-Ansätze 6.9. ERGEBNISSE: QUALITATIVE EVALUATION DER QUIZZES 6.9.1. Lernaktivitäten und Redesign-Ansätze 6.9.2. Wahrnehmung und Redesign-Ansätze 6.10. ERGEBNISSE: QUALITATIVE EVALUATION DES ZUSATZMATERIALS 6.10.1. Lernaktivitäten und Redesign-Ansätze 6.10.2. Wahrnehmung und Redesign-Ansätze 6.11. ERGEBNISSE: QUALITATIVE EVALUATION DES ZEITPLANS 6.11.1. Lernaktivitäten und Redesign-Ansätze 6.11.2. Wahrnehmung und Redesign-Ansätze 6.12. ERGEBNISSE: QUALITATIVE EVALUATION DER WETTBEWERBE 6.12.1. Lernaktivitäten, Wahrnehmung und Redesign-Ansätze von Quizstar 6.12.2. Lernaktivitäten, Wahrnehmung und Redesign-Ansätze von Virtual Vitals 6.13. ERGEBNISSE: QUALITATIVE EVALUATION SONSTIGER GESTALTUNGSMAßNAHMEN 6.13.1. Lernaktivitäten und Redesign-Ansätze der gesamten Vorbereitungsphase 6.13.2. Wahrnehmung und Redesign-Ansätze der Kommunikation 6.14. ABSCHLUSSBETRACHTUNG 6.14.1. Zusammenfassung und Implikationen 6.14.2. Limitation 7. GESAMTZUSAMMENFASSUNG UND AUSBLICK

O início da década de 1990 é marcado pelo surgimento de uma profunda mudança, a criação de um ponto de inflexão na relação das pessoas com a informação e a tecnologia digital, que impulsionado fortemente pela disponibilização e crescimento exponencial da Internet democratizou o acesso à informação e ao conhecimento, transformando a forma de relacionamento das pessoas em todos os setores da sociedade. O sistema de ensino em todos os níveis, especialmente no Ensino Superior, passa a ser submetido a novos paradigmas, observando seus modelos educacionais sendo colocados em questão, seja pela tecnologia digital e os consequentes recursos advindos desta, como por um novo público estudantil que se apresenta com um comportamento modificado, oriundo de uma sociedade conectada em rede, submetida e tendo acesso a uma enorme quantidade de informações em curto espaço de tempo. Instituições de Ensino, docentes e discentes precisam de se adaptar, encontrar novos caminhos na sua relação com a sala de aula, que foi modificada estando muito além do espaço temporal e físico escolar. Os envolvidos com o processo de ensino e aprendizagem, agora tem que conviver com as tecnologias digitais, o que vem ocasionando com o passar do tempo, o surgimento de metodologias de ensino alinhadas com as tecnologias, apresentadas sob variadas denominações, como: e-learning, EaD, b-learning ou ensino híbrido, m-learning, etc. VII O presente estudo tem por objetivo analisar e realizar uma reflexão crítica e embasada cientificamente, sobre as potencialidades e os desafios de uma das variantes metodológicas do ensino b-learning conhecida como “sala de aula invertida” (em inglês flipped classroom). Para tal, além do estudo da bibliografia científica, foi realizado um processo de Investigação-Ação com os discentes de duas Instituições de Ensino Superior de Portugal, sendo os discentes submetidos a aulas experimentais em contexto de sala de aula invertida e a coleta de dados realizada através de grelhas de observação e inquéritos por questionário. Os dados e as consequentes informações obtidas pela análise dos resultados da investigação possibilitou o desenvolvimento de uma proposta metodológica no contexto da sala de aula invertida, para a implementação no âmbito do Ensino Superior, denominada “Matriz de Ciclo de Aula Invertida no Ensino Superior” ou simplesmente “MaCAIES”, que é apresentado como um dos contributos deste estudo, além de todos os dados obtidos e análises realizadas.<br>The beginning of the 1990s is marked by the emergence of a profound change, the creation of a turning point in people's relationship with information and digital technology, which driven strongly by the availability and Internet’ exponential growth, democratized access to information and knowledge, all those transforming the way people relate in every sector of society. The education system at all levels, especially in Higher Education, is now subjected to new paradigms, observing its educational models being put in question, either by digital technology and the consequent resources arising from it, as by a new student audience with a modified behavior, coming from a networked society, submitted and having access to a huge amount of information in a short time. Educational institutions, teachers and students need to adapt, find new ways in their relationship with the classroom, which has been modified far beyond the temporal and physical space of the school. Those involved with the teaching and learning process, now have to live with digital technologies, which has caused over time, the emergence of technology-aligned teaching methodologies, presented under various names, such as: e-learning, b-learning or hybrid teaching, m-learning, among others. IX This study aims to analyze and conduct a critical and scientifically based reflection on the potentialities and challenges of one of the methodological variants of b-learning known as the “flipped classroom”. To this end, in addition to the study of the scientific bibliography, an Action-Research process was conducted with students from two Higher Education Institutions in Portugal, with students undergoing experimental classes in an inverted classroom context and data collection through observation grids and surveys. The data and the consequent information obtained through the analysis of the research results, enabled the development of a methodological proposal in the context of the inverted classroom, for implementation in the Higher Education, called “Inverted Class Cycle Matrix in Higher Education”, which is presented as one of the contributions of this study, in addition to all the data obtained and analyzes performed.<br>Le début des années 90 est marqué par l’émergence d’un changement profond, la création d’un tournant dans la relation des individus avec l’information et le numérique, fortement influencé par la disponibilité et la croissance exponentielle d’Internet, un accès démocratisé à l’information et la connaissance, transformant les relations entre les personnes dans tous les secteurs de la société. Le système éducatif à tous les niveaux, en particulier dans l'enseignement supérieur, est maintenant soumis à de nouveaux paradigmes, ses modèles éducatifs étant remis en question, que ce soit par le numérique et les ressources qui en découlent, ainsi que par un nouveau public d'étudiants avec un comportement modifié, provenant d'une société en réseau, soumise et ayant accès à une énorme quantité d'informations en peu de temps. Les établissements d’enseignement, les enseignants et les élèves doivent s’adapter et trouver de nouvelles façons de relier à la salle de classe, qui a été modifiée bien au-delà de l’espace physique et temporel de l’école. Les personnes impliquées dans le processus d'enseignement et d'apprentissage doivent maintenant vivre avec les technologies numériques, ce qui a entraîné au fil du temps l'émergence de méthodologies d'enseignement alignées sur les technologies, présentées sous différents noms, tels que: e-learning, b-learning, m-learning ou enseignement hybride, m-learning, parmi d’autres. Cette étude a pour objectif d’analyser et de mener une réflexion critique et scientifique sur les potentialités et les défis de l’une des variantes méthodologiques du b-learning, la XI «classe inversée». À cette fin, outre l’étude de la bibliographie scientifique, un processus de recherche-action a été mené avec des étudiants de deux établissements d’enseignement supérieur au Portugal, des étudiants faisant des cours expérimentaux dans un contexte de classe inversée et une collecte de données par des grilles d’observation et des enquêtes par questionnaire. Les données et les informations résultantes obtenues grâce à l'analyse des résultats de la recherche ont permis de développer une proposition méthodologique dans le contexte de la salle de classe inversée, pour la mise en oeuvre dans l'enseignement supérieur, intitulée «Matrice de cycle de classe inversée dans l'enseignement supérieur», présenté comme l'une des contributions de cette étude, en plus de toutes les données obtenues et des analyses effectuées.

碩士<br>國立臺南大學<br>教育學系科技發展與傳播碩士班<br>106<br>The purpose of this study is to understand the current situation of Flipped Classroom Teaching Models, as well as the stages of concern and levels of use of this medthod by teacher in elementary schools of Tainan County. This study explored the differet backgrounds and variables of the teachers useing Flipped Classroom Teaching Models along with the concerns of the use of stage-level differences, and analyzed their realtionships. Based on the results, this study intended to provide relevant suggestions about Flipped Classroom Teaching Models to the policy makers. This study used a survey method. The research population was public elementary school teachers in Tainan County. In oder to achieve this purpose, the questionnaire survey method adopted stratified random sampling. In addition, the questionnaire survey was mainly aimed at the teachers in elementary schools in Tainan County. The researcher used "The questionnaire of Stages o f Concern and Levels of Use in applying Flipped Classroom Teaching Models of teachers in elementary schools in Tainan County" as the main tool. There were 416 effective questionnaires and retrieval percentage was 83.2%. Those collected data were analyzed by the SPSS-for-windows software with statistical methods, such as Descriptive Statistics, t-test, One-Way ANOVA and x^2test. The major findings of the research are as follow： The degree of Stages of Concern in Flipped Classroom Teaching Models of techers in elementary schools in Tainan County is above middle, the Consequence stages is the highest stage. The degree of Levels of Use in Flipped Classroom Teaching Models of techers in elementary schools in Tainan County is below middle, level Integration – rountine is the highest level. The background variables make sugnificant difference in the degree of Stages of Concern in Flipped Classroom Teaching Models of techers in elementary schools in Tainan County, such as gender, ages, year of teaching, position, total hours of the training courses and school size, but educational degree make no difference. The background variables make sugnificant difference in the degree of Levels of Use in Flipped Classroom Teaching Models of techers in elementary schools in Tainan County, such as total hours of the training courses and school size but gender, ages, year of teaching, educational degree and position make no difference.