饒若琪
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Due to the progress of scientific technologies and applications of multi-medium, e-learning has attracted lots of attentions. As a result, massive open online courses (MOOCs), a new wave of distance education, emerge and grow rapidly. MOOCs are characterized by arranging the curriculum contents into many small units with 10-15 minute videos. All the curriculum materials are placed on a public Web site, Students can freely arrange the time and place of learning by themselves. There are several formative assessments during the learning process and there is a summative assessment in the end of the course for students to test their learning outcomes. If there is something students do not understand, they can watch the videos repeatedly until all the teaching materials have been completely understood. A forum is available on the website for lecturers and students from all over the world to communicate with each other sharing ideas, questions, or suggestions. In addition to providing the public with self-learning on the web, MOOCs can be combined with a team-based learning (TBL) strategy in a flipped classroom on campus. TBL has a specific structure including pre-reading, individual readiness assurance test (iRAT), team readiness assurance test (tRAT), appealing, mini-lecture, team activities, and peer review etc. This study aimed to evaluate the learning outcomes of a MOOC combined with TBL applied in a flipped classroom. The MOOC used was “Easy to learn mechanics” and the teaching material in the flipped classroom was Topic 1: mathematics in the MOOC. The participants were freshmen of a university in the southern Taiwan. After the students completed pre-reading before the class and iRAT and tRAT during the class, the scores of iRAT and tRAT were compared using t-test statistical analysis. The result shows that the score of tRAT is significantly higher than that of iRAT (p < .001). In the classroom, there were loud cheers and laughter when students were answering the tRAT questions. This mood was different from that in a conventional lecture-based class. Furthermore, the instructor could immediately find which questions students had the wrong answers according to the scores of the tRAT and could spent more time and explain more clearly on those questions to make students understand the contents well, In summary, applying a MOOC and TBL on a flipped classroom might be helpful to transform a passive teacher-centered learning into an active student-centered learning and promote the learning outcomes.
Keywords :massive open online course, flipped classroom, team-based learning, readiness assurance test