Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/111084
Title: 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
Authors: 王健華
Wang, Chang-Hwa
葉偉
Ye, Wei
Keywords: 翻轉學習
數位化學習
補習教育
英文教學
科技接受模型
flipped learning
digital learning
tutorial education
English teaching
technology acceptance models
Issue Date: 2020
Abstract: 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.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060772026H%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/111084
Other Identifiers: G060772026H
Appears in Collections:學位論文

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