結合學習診斷系統之翻轉教室教學策略對學生學習軟體工程之影響

Effects of Incorporating Learning and Diagnosis System in Flipped Classroom on Students’ Software Engineering Learning

近年來，許多國內外機構皆指出軟體發展之重要性，在國內高等教育中，理工學群下所屬之系所的課程架構皆有針對程式設計課程進行規劃，因此相關系所學生於修業期間皆能習得程式設計能力，然而，欲發展具備良好基礎架構的軟體，開發過程中所需之能力不單只是程式語言的撰寫與應用，在發展過程中，軟體專案開發的觀念則更顯重要，這也顯示出軟體工程課程對於培養學生軟體開發能力的重要性。目前國內高等教育軟體工程課程的進行，仍多採用傳統講述式的教學方式，這也使得多數修習完軟體工程課程的學生，未能提升對於軟體工程知識的認知層級，而停留在記憶與理解的階段，進而導致學生在面對軟體開發相關問題時，無法有效的去解決問題。綜觀上述，本研究採用以學生為中心的教學方式「翻轉教室」作為教學法於大學軟體工程課程，並發展一跨平台翻轉教室學習診斷系統，讓學生能夠於課堂外隨時隨地進行自我學習，進而能夠於課堂中與教師及同儕進行充分互動，以提升學生修習軟體工程課程之學習成效，為能評估所發展之策略系統，本研究規劃一實驗組控制組前後測準實驗設計於大學軟體工程課程中進行，研究結果顯示實驗組學生在學習動機、學習態度、學習成效以及問題解決能力皆能有顯著成效。

In recent years, many institutions indicated that software developments are important to nations, societies, and individuals. With regard to higher education in Taiwan, relevant departments of science and engineering have designed and conducted appropriate programming courses for students. Therefore, the students can obtain the programming skills during their learning processes. However, to develop well software, students not only need to own programming skills but also have to apply the concepts of software project developments. This implies the importance of the software engineering course for the science and engineering students. In Taiwan, most software engineering courses were conducted by using traditional teaching strategy. Most students can only recite and understand the relevant knowledge with regard to software engineering after they learned. In other words, the students cannot effectively and efficiently apply software engineering knowledge to address the relevant software development problems in practice. As mentioned above, this study applied a learner-centered teaching strategy, named Flipped Classroom, in software engineering course. Moreover, a flipped classroom learning and diagnosis system was also developed to facilitate students’ self-learning, discussions, and thinking in and out of class. To evaluate the proposed approach, a quasi-experimental design was employed in a higher education software engineering course. The experimental group students learned with the proposed approach, while the control group students learned with the conventional classroom approach. The experimental results showed that, in comparison with the conventional classroom pedagogy, the proposed approach significantly improved the students’ learning achievement, learning motivation, learning attitude, and problem solving ability. Moreover, it was also found that most students showed positive perceptions toward the usage of the proposed system.