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    ASIA unversity > 資訊學院 > 資訊工程學系 > 博碩士論文 >  Item 310904400/95904


    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/95904


    Title: Using fuzzy theory to explore flipping classroom and effect in campus monument learning
    Authors: Cheng, Shu-Chih
    Contributors: 資訊工程學系
    Keywords: flipping classroom;Fuzzy theory;campus monuments;Learning effects
    Date: 2015
    Issue Date: 2015-11-24 14:00:55 (UTC+8)
    Publisher: 亞洲大學
    Abstract: In recents year, because of the popularity of computers and internet, there are more and more important applications that have been proposed. The mode of teaching and learning has a dramatic change from traditional teaching to a new idea, “flipped classroom.” Therefore, this study took the school-based curriculum "campus monuments" as teaching materials. The objects of this study are two classes of fourth-grade students of Elementary school in Taichung City. The experimental group of 28 people took flipped classroom as their teaching mode, and control group of 26 people used traditional teaching mode. This was the way we discussed the learning effects of different learning modes.
    Fuzzy Theory was applied widely . Unexpectedly, it solved the problems that traditional teaching theory couldn’t solve or hard to solve in all kinds of fields, and made some convincing results. This study adapted the clustering analysis of Fuzzy Theory to discuss students who used flipped classroom combining mobile learning about the use the learning willingness of using flipped classroom , the frequency of the mobile devices, the learning motivation of the flipped classroom, learners’ perceived usefulness, the self-learning ability of the students , the learning condition and learning effects for clustering related, and made further contribution to teaching.
    The conclusion of the research is listed below:
    1. The learning effects of flipped classroom is better than traditional teaching mode.
    2.The self-learning ability of the students, the learning motivation of the flipped classroom, learner perceived usefulness and the learning condition of the flipped classroom has a positive relationship to the learning effects . The learning willingness of using flipped classroom to learn, and the using frequency of the mobile devices have nothing to do with the learning effects .
    Finally, based on the above results, this research provide some reference to teachers and researchers on using flipped classroom for monument campus .
    Appears in Collections:[資訊工程學系] 博碩士論文

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