當「研究法」遇見數位學習：教與學翻轉的經驗談

As Methodology Encounters Digital Learning: Experiencing Flipped Teaching

為使學習者能有效掌握社會科學研究法理論與操作型定義，並提升課堂討論與學習之深度，研究團隊將翻轉教室概念融入「教育與社會科學研究法」課程設計，採用能以手機、平板與電腦操作的兩種雲端數位平臺─Zuvio和Edmodo，發展行動學習與無所不在學習之理念，延伸學習者的學習行為和擴大學習環境。本研究以數位雲端教學平臺為基礎，採用Vygotsky近側發展區的原則，以協作模式結合課堂即時回饋系統，使學習者的學習能藉由課堂討論所蘊含的群體心智發展及學習平臺的便利性，提升個人高層次思維與理論應用能力。研究團隊透過課堂觀察、學生焦點團體訪談了解學生的數位學習經驗，嘗試融合翻轉教室與協作學習的方式，使教與學的互動品質有所提升，營造教學相長的學習環境，進而提高「研究法」有效學習的可能。

In the domain of research methodology, it is challenging but crucial for beginners to develop the understanding of the interplay between theory and practice. Therefore, based on the teaching philosophy of “flipped classroom” and “zone of proximal development,” the research team uses two digital teaching platforms, Zuvio and Edmodo, with the collaborative learning approach in the class of “Research Method of Education and Social Science.” Through this way, each student’s cognition development could be promoted by the empowerment of collective mind and the convenience of digital teaching platforms. Meanwhile, it is highly possible to enhance higher order thinking and pragmatic skills of students by means of action learning and interactive learning. Through participatory observation and focus group interview of students, the research team revised the teaching and learning practices weekly in order to fulfil the idea of mobile learning and ubiquitous learning. The experimentation of this course was anticipated to create a reciprocal learning environment for both teacher and students, broadening the depth and breadth in learning to achieve the goal of effective “learner-centered” learning.