文化大學機構典藏 CCUR:Item 987654321/31795
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    請使用永久網址來引用或連結此文件: https://irlib.pccu.edu.tw/handle/987654321/31795


    題名: 翻轉教室教學法對學習成效與學習滿意度影響之研究
    A Study of Flipped Classroom Instruction with Learning Effectiveness andLearning Satisfaction
    作者: 陳佳妤
    貢獻者: 勞工關係學系
    關鍵詞: 學習成效
    學習滿意度
    翻轉教室
    learning effectiveness
    learning satisfaction
    flipped classroom
    日期: 2016
    上傳時間: 2016-01-22 09:12:41 (UTC+8)
    摘要: 本研究旨在探討將翻轉教室教學法帶入課程中，對學生學習成效與學習滿意度之影響。本研究以準實驗研究、問卷調查方式進行，研究對象為74位大學一年級管理分析班級的學生，並將其分為兩組：實驗組(翻轉教室教學法)與控制組(傳統講述法)，教學實驗前全體實施前測測驗，教學實驗後再做後測測驗，以了解學生在學習成效上的差異，與學習滿意度的結果。
    研究結果發現如下：
    （1）使用翻轉教室教學法之學生在學習成效上表現優於傳統講授法之學生。
    （2）使用翻轉教室教學法之學生在學習滿意度高於傳統講授法之學生。
    （3）學習成效與學習滿意度呈現正相關。
    最後根據本研究結果，提出研究結論、實務意涵建議、研究限制與後續研究之建議。
    The purpose of this research brought the effects of flipped classroom instruction on students' learning effectiveness and learning satisfaction. The study was utilized a quasi-experimental design, and the supported by the questionnaire. There were 74 freshmen participated in management analysis course, and they were separated into two groups：The experimental group (flipped classroom instruction) and the control group (tradition lecture instruction). All the students joined pre-test before the experiment started. And after the experiment, they did the tests of learning achievement after the experiment to understand the comparative of learning
    effectiveness. Finally they did the learning satisfaction questionnaire.
    The conclusions were summarized as follows：
    （1）The experimental group students’ learning effectivenesses were significantly superior than the control group students’ learning effectivenesses.
    （2）The experimental group students’ learning satisfactions were significantly higher than the control group students’ learning satisfactions.
    （3）Learning effectiveness and learning satisfaction had positive correlation.
    Finally, practical implications and suggestions for future research are provided.
    顯示於類別:[勞動暨人力資源學系碩士班] 博碩士論文

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