A Case Study of the Flipped Classroom Using Online Synchronous and Asynchronous Instruction in a National University in Taiwan
| Autor: | Mei-Lan Lee, 李梅蘭 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 The research is a case study of the flipped classroom using synchronous and asynchronous instruction in a national university in Taiwan. It is different from the traditional classroom setting in terms of the course design, the interaction and the assessment. The purpose of this research is to find out the value of the flipped classroom and how the course can be conducted effectively and the how the students react to the new form of instruction. More importantly, the researcher hopes to find out if it is suitable for all subjects or all age groups and factors that have crucial influence on the success of the flipped classroom. In order to achieve the research goal, a mixed method is used. Basic quantitative data was collected from questionnaires along with a more detailed qualitative data gathered from semi-structured interviews with each of all the 15 participants in this case. An open interview was conducted with the professor who taught the course to find out his philosophy in creating such an online distance course. Since small sample sizes are used to analyze nominal data, a nonparametric test is used in this case. Thus it makes no assumptions about the probability distributions of the variables being assessed. Class observation notes were recorded by the researcher to be used as another source for triangulation check. Generally speaking, most of the participants have a positive view of this new form of educational instruction. The biggest advantages of the flipped classroom is efficiency and flexibility and students learn more and become more interested in the subject after taking the course. The research also finds that technical support and personal devotion are two key factors which lead to success of the flipped classroom. However, the result indicates that it may not be a teaching method suitable for all subjects or all age groups. The results show that it is more suitable for mature and independent learners, not young learners. Flipping the class doesn’t mean turning everything upside down. It is a learning and teaching process which allows students to learn independently beyond the boundary of time and space so that they are able to take more control of their own learning. Since it is a case study of a particular kind of flipped classroom using online synchronous and asynchronous instruction and the participants are all adult learners in postgraduate level, the results may not be over interpreted about the flipped classroom using other kinds of class designs or applied to a different age group. The issue is too broad to be elaborated fully in one single research. Nevertheless, based on the research results and findings, the researcher does provide substantial suggestions for the government, school, teacher, students, and even future study that are concerned about the flipped classroom using online synchronous and asynchronous instruction. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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