The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performance

• Main Authors: Wen, Yu-Chieh, 文俞捷
• Other Authors: Chen, Chih-Ming
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7s555d

碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 106 === 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.