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The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performance
Collaborative digital reading annotation system
|Issue Date:||2018-07-11 17:38:17 (UTC+8)|
本研究採用準實驗研究法，以新北市某國中七年級兩班共 59 名學生為研究對象，進行公民課程翻轉教學。其中一班31名學生被隨機分派為實驗組採用「合作閱讀標註系統輔助翻轉學習」，另一班28名學生被隨機分派到控制組採用「教學影片輔助翻轉學習」，探討使用不同學習模式在自主學習與翻轉學習成效上是否具有顯著的差異，並比較不同先備知識能力、自律能力與認知風格的學習者，其學習成效、科技接受度及學習滿意度是否具有顯著差異。
研究結果發現：(1)採用「合作閱讀標註系統」輔助翻轉學習公民課程，在自主學習成效與翻轉學習成效上皆顯著優於使用教學影片輔助翻轉學習公民課程；(2) 高、低先備知識能力與高、低自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「自主學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(3) 高、低先備知識能力與高自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「翻轉學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(4)採用合作閱讀標註系統比採用教學影片輔助翻轉學習公民課程的學習者擁有更好的學習滿意度。
In recent years, the effect of flipped classroom has been widely recognized. Taiwan has also raised a boom in flipped classroom. However, in flipped classroom, it is crucial for students to complete self-learning before class. If students lack self-regulated learning(SRL), the learning will not be effective, and teachers will not be able to control the situation of students returning to school. Therefore, this study uses the “Collaborative Reading Annotation System(CRAS)”to carry out the innovative teaching of flipped classroom, and hopes to develop it into an self-learning mode suitable for flipped classroom.
In this study, a quasi-experimental study method was adopted, and 59 seventh-graders from two classes in a certain Junior high school in New Taipei City were selected as the research subjects. Among them, 31 students from one class were randomly assigned to the experimental group of adopting the “flipped classroom with the support of collaborative digital reading annotation system,” while 28 students from another class were randomly assigned to the control group of adopting the “flipped classroom with the support of learning video.” With different prior knowledge, self-regulated learning and cognitive styles as background variables, the influences and differences in students’ learning effectiveness, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
The research findings are summarized as below.(1) Adopting the “Collaborative Digital Reading Annotation System” to assist in the flipped classroom of the civic class, which is significantly better than the use of the learning video to assist in the flipped classroom of the civic class. (2) Learners with high and low abilities of prior knowledge and high and low self-regulated learning and field dependent cognitive style present significant better self-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(3)Learners with high and low abilities of prior knowledge and high self-regulated learning and field dependent cognitive style present significant better overall-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(4)Learners who use the collaborative digital reading annotation system have better learning satisfaction than learners who use the learning video to assist in the flipped classroom with civic class.
Based on the results of this study, it is confirmed that the collaborative digital reading annotation system can help improve learning performance. And put forward a teaching plan and the teaching suggestions for using the collaborative digital reading annotation system to assist the flipped classroom. In the future, we can explore the learning motivation and learner's annotation behavior, extension of application to other subject units, participation in group incentives, and observation of learning participation.
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