Li jie fan zhuan ke tang zhong xue sheng de xue xi tou ru =: Understanding of students' learning engagement in the flipped classroom

Ph.D.The flipped classroom is a pedagogy that combines both lecture-based transmission instructional content and student-centered learning. With the support of technology, students watch the transmitted contents outside the classroom. Teachers organize the student-centered learning activities in the classroom. Researchers have suggested the flipped classroom can raise students’ learning engagement; nevertheless, the related studies have yet to delineate what are the specific contents of students learning engagement, what factors affect the learning engagement, and how these factors affect students’ learning engagement in this pedagogy.In this study, the multiple-case embedded design of qualitative case study was used to explore how the flipped classroom affects students learning engagement. The focal units of analysis were two teachers from two different schools, as well as their students (four students from each school). The first school had implemented the flipped classroom for three years, while the second school had implemented this pedagogy for one year. The data collected via student interviews, teacher interviews and classroom observations were used to describe different types of students’ learning engagement. The data collected via classroom video-recordings and teacher interviews were used to analyze the design and implementation of the flipped classroom. This study compared the design and implementation of the flipped classroom and the types of students’ learning engagement between these two schools. In addition, it looked into what factors affected students learning engagement and explained how these factors affect students’ learning engagement in the learning and teaching process.Results showed that students belonging to different learning engagement types had different regulatory processes. With the support of the cloud platform, student-centered classroom interaction helped students reached higher-level cognitive objectives. There were four factors affecting students learning engagement in the flipped classroom: (1) design of teaching phases in the flipped classroom, (2) classroom interaction, (3) roles of technology, and (4) the schools understanding of the flipped classroom.The contribution of this study has three aspects. First, this study suggests teaching strategies for teachers to design and implement the flipped classroom in a more effective way. Second, the research provides guidance for teachers to achieve student-centered classroom interaction in the flipped classroom. Third, the study offers guidelines for teachers to improve students learning engagement in the flipped classroom.翻轉課堂是傳遞式講授和以學生為中心的學習混合的一種教學法。在技術的支持下學生在課外觀看傳統課堂中講授的內容，課堂中教師組織以學生為中心的學習活動。已有研究提出翻轉課堂提高了學生的學習投入，但是這些研究並沒有描述翻轉課堂中學生的學習投入的具體內容，翻轉課堂中的哪些因素影響學習投入以及這些因素是如何影响學生的學習投入。本研究採用質性研究方法、嵌入式多個案的研究設計，選擇兩位教師和八名學生，探究翻轉課堂如何影响學生的學習投入。兩位教師分別來自於一所實施一年翻轉課堂的學校和一所實施三年翻轉課堂的學校。在每位教師所授課的一個班級中選擇四名學生。通過學生訪談、教師訪談、課堂觀察描述學生的學習投入的類型。利用課堂視頻、教師訪談的資料分析翻转课堂的設計與實施。對比兩所學校翻轉課堂的設計和實施、學生學習投入的類型，分析翻轉課堂影響學生學習投入的因素，并解釋這些因素對學生學習投入產生的影響。本研究發現，在翻轉課堂中不同學習投入類型的學生表現出不同的調節過程。在雲平臺支持的以學生為中心的課堂互動下，學生達到了高階認知目標。翻轉課堂影響學生的學習投入有四個因素：(1)翻轉課堂教學環節的設計; (2)課堂互動; (3)技術發揮的作用; (4)學校對翻轉課堂的理解。該研究的意義有三個方面。第一，為教師有效的實施翻轉課堂提供教學策略。第二，為教師在翻轉課堂中實現以學生為中心的課堂互動提供指導。第三，為教師在翻轉課堂中提高學生的學習投入提供依據。董安美.Parallel title from added title page.Thesis Ph.D. Chinese University of Hong Kong 2018.Includes bibliographical references (leaves 193-218).Abstracts in English and Chinese.Title from PDF title page (viewed on July 31, 2020).Dong Anmei