以翻轉教學設計提升五專護理科解剖生理學課程之學習成效

Using Flipped Teaching to Improve the Learning Outcome for Anatomy and Physiology Courses of Nursing Students at Junior College

本研究透過發展解剖生理學課程之翻轉教學模式，藉由比較統一命題的五次考試成績，探討對學生學習成效的改變。研究對象為北部某專科學校五專二年級護理科之學生，採準實驗時間序列研究設計，實驗組共有兩個班級112人，採用課前學生觀看教師錄製的教學影片及做筆記的翻轉教學模式，並結合課堂中以即時反饋系統進行測驗及自行擬題等策略；對照組計有三個班級168人，以傳統講授方式進行教學。研究結果發現：一、實驗組與對照組的五次評量成績，隨著時間而有顯著差異；其中，實驗組第二次和最後一次總結性評量的成績，顯著優於對照組。二、調整兩組學生在一年級的起點成績後，實驗組有較高的機率是「持續高分組」的成績表現，且有較低的機率是「逐漸低分組」。三、透過質性回饋和量化回應顯示，實驗組對於翻轉教學設計感到滿意。整體而言，以翻轉教學結合做筆記、即時反饋系統及自行擬題模式，進行解剖生理學課程，對學生學習成效具有明顯之提升。 In this study, a flipped-classroom model was developed for an anatomical physiology course, wherein five test scores of a unified proposition were compared to investigate differences among the learning outcomes of students. The research participants were second-year nursing students enrolled in a 5-year program at a junior college in northern Taiwan. The experimental group consisted of 112 students from 2 classes, wherein which teaching strategies such as flipped-teaching were combined with prerecorded lectures, note taking, an instant-feedback system, and self-prepared questions. A total of 168 students from three classes were assigned to the control group, which was subjected to a conventional lecture approach. The study results were as follows: (1) The five assessment scores of the students in the experimental and control groups varied according to time, with the experimental group yielding overall results (i.e., the results of two sessions) superior to those of the control group. (2) After adjusting the starting results of the two groups in their first year, more students in the experimental group were in the “continually high-scoring group” in terms of academic performance, and fewer were in the “gradually declining score group.” (3) Quality feedback and quantitative responses indicated that the students in the experimental group were satisfied with the flipped-teaching design. Overall, an anatomical physiology course that involved the integration of a flipped classroom with note taking, an instant-feedback system, and self-prepared questions resulted in significant improvements in the effectiveness of student learning.