臺灣博碩士論文加值系統

翻轉教室為近年來備受重視的新興教學模式之一，學習者透過課前影片建立先備知識，並在課中與教師及同儕進行小組討論。然而，學生在缺乏個人化學習機制的情況下，常常無法完成課前教師指定的學習任務，導致學生在課中參與度降低。因此，本研究開發個人化翻轉學習引導系統，並探討導入個人化學習引導模式對於學生的學習成效和學習行為對學習是否有所差異。本研究採準實驗設計，以大學計算機課程116位大一學生為研究對象，共分為兩組，實驗組使用個人化翻轉學習模式，控制組使用一般翻轉學習模式學習，課程包含課前學習階段及課中合作討論階段。在課前學習階段，學生透過個人化學習機制完成單元任務；在課中合作討論階段，學生進行小組討論，並繪製小組概念圖。研究結果發現，使用個人化翻轉學習引導模式組學生的學習成就顯著優於一般翻轉學習引導模式組學生，顯示透過個人化翻轉學習模式，能有效幫助學生理解課程內容。此外，本研究記錄學生在課前學習階段的行為模式，發現學生透過個人化引導學習機制，願意花較多時間在閱讀學習教材上，促進學生完成課前影片的學習，以奠定學生課前的先備知識，進而增加學生在課堂上的小組互動討論與學習成效。

In recent years, an innovative teaching method, flipped classroom, has become one of the most important teaching ones. Students may build their prior knowledge through the pre-class instructional videos, and then conduct peer-to-peer and peer-to-teacher discussion in in-class activities. However, they could fail to complete the learning task assigned by teacher without appropriate guidance in pre-class phrase. This may easily decrease students’ participation in the class. Therefore, to address this issue, this study develops a personalization mechanism guidance system integrating into flipped learning context. A quasi-experimental design was adopted to examine the effectiveness of the proposed method with two groups, experimental group and control group respectively. The former allows students to use flipped learning with the personalization mechanism guidance system; while the latter allows students only to use traditional flipped learning approach. A total of 116 university students were participated in the pre-class and in-class phrases of the study on a computer science course. The research findings show that the students who adopted the proposed approach revealed significantly better learning achievement than those who learned with the traditional flipped learning approach, indicating the proposed method may help students comprehend the learning content. In addition, the learning behavior pattern analytics show that the students of experimental group are willing to spend more time on reading the learning materials. It’s helpful to students to build the prior knowledge before conduction in-class discussion activities.

誌謝 i
中文摘要 ii
英文摘要 iii
目錄 iv
圖目錄 vi
表目錄 vii
第一章 緒論 1
1.1. 研究背景與動機 1
1.2. 研究目的與問題 3
1.3. 名詞釋義 4
1.3.1. 翻轉學習 (Flipped learning) 4
1.3.2. 個人化學習 (Personalized learning) 4
1.3.3. 概念圖 (Concept map) 5
1.3.4. 行為模式分析 (Learning behavior pattern analytics) 5
1.4. 研究範圍與限制 5
第二章 文獻探討 6
2.1. 翻轉學習 6
2.2. 個人化學習 7
2.3. 概念圖 7
2.4. 行為模式分析 8
第三章 研究方法 10
3.1. 研究設計 10
3.2. 實施課程內容 11
3.3. 導入個人化學習系統概念圖協作之翻轉學習 13
3.3.1系統架構 13
3.3.2. 系統功能與介面 14
第四章 實驗設計 26
4.1. 實驗對象 26
4.2. 實驗流程 26
4.3. 研究工具 27
第五章 實驗結果 30
5.1. 學習成就分析 30
5.2. 問卷分析 31
5.2.1. 學習動機 31
5.2.2. 群體自我效能 32
5.2.3. 學習模式滿意度 33
5.2.4. 認知負荷 33
5.2.5. 自我導向學習 34
5.2.6. 批判性思考傾向 34
5.2.5. 問卷開放性問題回答紀錄 35
5.3. 使用系統之學習紀錄 36
第六章　討論與結論 37
6.1. 討論與結論 37
6.2. 研究限制與未來建議 40
參考文獻 42
附錄一、後測 50
附錄二、學習前問卷 55
附錄三、學習後問卷 57

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