翻轉教學在大學人文專業課程之價值：學生觀感與學習表現

THE VALUE OF ADDING A FLIPPED LEARNING COMPONENT TO A HUMANITIES COURSE IN HIGHER EDUCATION: STUDENT PERCEPTION AND PERFORMANCE

Given that most humanities courses in higher education are already interactive and constructive, it is not clear whether a flipped model of learning adds any additional value to student learning. This study assessed the impacts of flipped learning on EFL learners’ performance and perceptions of a two-semester linguistics course in a Taiwan university. For the flipped units, EFL students learning linguistics in the partially flipped classroom viewed instructor-made videos prior to the scheduled class and then participated in class activities, which required analysis and evaluation of the concepts acquired from the videos to solve real-world problems. For other units, students experienced learning via live lectures. Student responses from a questionnaire indicated that the flipped model promoted higher-order thinking and made differentiated and self-paced learning possible. Video lectures were favored over textbook chapters, but not over live lectures. The results of correlational analyses between questionnaire items and exam performance indicated that success in flipped learning depends on students’ appreciation of the cohesive alignment of prerecorded lectures and in-class activities to support learning and investing time in video lectures. There was no evidence that devoting 28% less class time to transmitting knowledge over the two semesters impaired exam performance in the flipped students when compared to the students taking the same course but with live lectures in the previous year. This article calls for a careful reexamination of how to balance the use of flipped learning and live lectures in humanities disciplines in higher education. 一般大學人文專業課程多已採互動以及建構式的教學，翻轉教學是否能對學生的學習產生新的價值仍有待檢視。本文探究以英語學習人文專業課程的大學生，經過兩學期翻轉教學融入語言學概論的學習表現以及看法。課程採部分翻轉模式：於翻轉單元，學生須於課前看教師自製的學習影片，課堂上應用影片習得的知識，評析真實世界之相關問題；於其它單元，學生經驗一般課堂聽講的學習模式。學生問卷顯示翻轉模式有助於高層思考能力之發展以及差異化之學習。學生喜歡透過影片學習甚於教科書，但與課堂講述相比，並不偏愛影片學習。關聯分析顯示：學生成績表現與其是否體認影片與課堂活動的連結性以及是否投入時間預看影片有關。與前一年以課堂聽講方式學習同樣課程的學生相比，參與翻轉的學生在課堂上雖然少了28%的時間學習基本學科內容，但考試成績並未更差。在大學人文專業課程如何平衡翻轉模式與課堂講述應有更進一步的研究。