| Summary: | 博士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === This study applied a quasi-experimental mixed-method research design with a pretest-posttest to investigate whether the instructional strategy of integrating the Internet community into flipped learning could bring positive learning outcomes. Participants of this study were female 11th graders, from three classes in a local high school in Taiwan. Two classes were randomly selected as the experimental group A (n=46) and B (n=44); the other class served as the control group (n=45). The duration of the study was 8 weeks, with 2 hours allotted for each week. Using both quantitative and qualitative method to explore the learning performance adopted flipped learning approach in high school technology course from the statistical analysis results of pretest-posttest survey, students’ learning experience feedback and semi-structured interview records.
To evaluate the effectiveness of the proposed approach, an experiment was conducted to examine the students’ learning performance. According to the experimental results, the flipped leaning approach not only benefits the students in promoting their learning attitudes, problem solving ability and interactive learning, but also improves their learning achievement and self-directed learning owing to the provision of the knowledge organizing and sharing embedded in the flipped learning with the Internet community environment. In addition, the flipped learning approach in this study provides more time and flexible learning space for the students to prepare before class, discuss and share with peers to construct their own knowledge, complete in-class PBL activities and improve their learning to become more active and effective, further change the learning culture. This study suggests that integrating the Internet community into the flipped learning approach could be a feasible and effective instructional model and would be a good supplementary method of instruction for conventional high school engineering courses in Taiwan.
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