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研究生: 葉偉
Ye, Wei
論文名稱: 以科技接受模型探討翻轉學習應用於英文補習教育之研究
Research on Flipped Learning Applied to English Tutorial Education with Technology Acceptance Model
指導教授: 王健華
Wang, Chien-Hwa
學位類別: 碩士
Master
系所名稱: 圖文傳播學系
Department of Graphic Arts and Communications
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 81
中文關鍵詞: 翻轉學習數位化學習補習教育英文教學科技接受模型
英文關鍵詞: flipped learning, digital learning, tutorial education, English teaching, technology acceptance models
DOI URL: http://doi.org/10.6345/NTNU202001350
論文種類: 學術論文
相關次數: 點閱:232下載:30
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  • 翻轉學習是數位化學習時代下的重要議題。該模式實施的好壞與否,受學習者差異的影響較大。學術界少有探究翻轉學習模式在課後教育的應用與開發上。亦少有研究者從科技接受模型的角度來探討翻轉學習模式應用於英文補習教育之上作為一種新型學習方式受到學習者特質差異的相關影響。本研究目的在於探討翻轉學習策略應用於數位化的英文補習教育之上受到學習者不同特質差異的影響為何,總結出翻轉學習模式應用於英文補習教育之上的重點考量因素。本研究設計新的翻轉學習模式,通過問卷調查法,導入科技接受模型探討學習者的三個特質背景:「數位學習使用經驗」、「自願參與英文補習程度」與「場地獨立/場地依賴/混合型學習風格」並作為外部變數,共計回收問卷67份,其中有效填答64人,男性25人,女性39人。透過多元回歸之路徑分析總結受訪者對此學習模式的接受度受到特質背景之影響。得出的結論為數位學習使用經驗顯著影響受訪者的認知易用性;學習風格顯著影響受訪者的認知有用性;數位學習使用經驗與不同學習風格是設計應用於英文補習教育之上的翻轉學習模式重要考量因素。

    Flipped learning is an important issue in the era of digital learning. The implementation of the flipped learning model is greatly affected by learner differences. The academic circles rarely explore the application and development of flipped learning model in after-school education. Few researchers have explored the relationship between the flipped learning model applied to English tutorial education as a new learning method from the perspective of technological acceptance models. The purpose of this research is to explore how the application of flipped learning strategies to digital English tutorial education is affected by the differences in learners' different characteristics, and to summarize the key considerations of the application of flipped learning models to English supplementary education. This study designs a new flipped learning model. Through the questionnaire survey method, the technology acceptance model is introduced to explore the three characteristics of learners: "digital learning experience", "voluntary participation in English tuition" and "site independence/site dependence/mixed learning style" is used as an external variable. A total of 64 valid answers were collected, among them, 25 are males and 39 are females. Through multiple regression analyses, it is concluded that the respondents' acceptance of this learning mode is affected by the characteristic background. The conclusion reached is that digital learning experience significantly affects respondents’ cognitive ease of use; learning style significantly affects respondents’ cognitive usefulness; digital learning experience and different learning styles are designed to be applied to English tuition education Important considerations for the flipped learning model.

    第壹章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與假設 5 第三節 研究範圍與限制 7 第四節 研究流程 8 第貳章 文獻探討 10 第一節 數位學習與科技接受模型 10 第二節 翻轉學習 16 第三節 英文補習教育 21 第四節 學習風格 25 第五節 文獻探討小結 30 第參章 研究設計 32 第一節 研究架構 32 第二節 研究方法 35 第三節 研究對象 36 第四節 研究工具 37 第五節 教學設計與問卷實施 41 第六節 資料處理與分析 44 第四章 研究結果 47 第一節 外部變數對認知有用性影響分析 48 第二節 外部變數對認知易用性影響分析 50 第三節 認知有用性和認知易用性對使用態度影響分析 52 第四節 使用態度對使用行為意願影響分析 54 第五節 總結性分析 55 第五章 結論與建議 58 第一節 研究結論 58 第二節 後續研究建議 61 參考文獻 63 附錄

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