沒有教師的一堂課: 翻轉教室自主學習效益及其促成要件

Self-learning of flipped classroom is trendy from elementary schools to colleges in recent years, however, how to bring actual benefits to students is worth-discussing. Reflective journal, as a teaching method to augment the abilities of self-awareness, critical thinking and problem solving, could be applied to assess learning effects as well. In this action research, we analyzed 39 undergraduates' 4-week reflective journals and final feedbacks to examine the pros and cons of flipped classroom in the course of ＂Outlaws of the Marsh＂ in the 2014 academic year, first semester at Taipei Medical University. The results showed that self-learning of flipped classroom allowed students: 1. know characteristics of students' themselves; 2. augment core knowledge and skills; 3. elevate expression ability; 4. implement self-learning; 5. appreciate students own performance; 6. realize lecturer's expertise. Besides, contributing factors of successful flipped classroom included: 1. students' sufficient preparation; 2. fully attention in the class; and 3. an active and positive learning attitude. Lacking of these factors may result to lower quality of learning. In the final feedback, the average scores students assessed the course were between 3.65 and 4.83 (M=4.34, SD=0.44, 5-point Likert-type scale), and qualitative opinions also affirmed the outcomes of the course. To sum up, the flipped classroom combined with teaching method of reflective journal brought benefits certainly. Lecturers who try to devote to flipped classroom should notice students' preparation and build adequate and active atmosphere in class. Future studies could adopt instruments with better reliability and validity, analyze executive techniques and benefits of flipped classroom, and apply it to other professional courses.