|作品名稱（其他語言）||Effects on Integrating Flipped Classroom into the Continuing Education for Primary and Secondary In-Service Teachers|
The flipped classroom is a specific type of blended learning design that differs from the traditional lecture-based lesson. Flipped classroom, often appeared with "lectures at home, discussion in school" manner, emphasizes on integrating technology to capitalize on the higher-level learning that and can occur during the interaction time among instructor and students. The purpose of this research was to examine the effects of flipped classroom method for K-12 teachers on continuing education on their learning achievements, learning motivation, instruction-student interaction and their attitude toward flipped classroom. This study adopted experimental research method. There were 39 teachers in continuing education from a master’s program in a university. They were divided into experimental group (flipped classroom) and control group (traditional lecture-based classroom). The conclusions were list as follows: 1. Although the implementation of flipping the classroom was no effect on achievement tests, yet in the long-run, it can help students improve their ability to implement. 2. Flipped classroom method can neither make difference nor become better than the lecture-based classroom, when the students with high learning motivation and self-regulation. However, flipped classroom through small group activities, help to improve the teacher-student interaction and facilitate positive feelings among the students. 3. The primary and secondary in-service teachers, though still accustomed to the traditional teaching mode, but was open and willing to apply the flipped classroom in their workplace. This study was important because it enabled primary and secondary school teachers to experience the advantages and disadvantages of flipped classroom, to help promote the concept of flipped classroom, as well as provide a reference for curriculum design in the future.
|關鍵字||中小學教師;在職教育;學習成效;翻轉教室;primary and secondary teachers;continuing education;learning effects;flipped classroom|