本研究探討翻轉教室融入CSCL線上討論情境下，師培生的認知呈現、學習成就及學習感受。研究情境實施在台灣某所國立大學，教學課程為期18週，參與者為31位師培生。本研究使用線上討論內容分析及學習單分數，評估師培生之認知呈現及學習成就表現。同時，採用訪談及學生反思單，深入了解學習者的學習成效及教學模式滿意度。線上對話分析結果顯示，師培生在認知呈現中的「探索」階段比例最高；「整合」階段次之；「解決方案」之比例相對較低。就學習成就表現而言，參與者在翻轉教室融入小組同歩討論情境後，後測學習單的分數有顯著進歩。同時，研究發現在「整合」及「解決方案」表現較出色的組別，其後測學習單的表現較好，也是進歩較多的組別。根據行為序列分析結果，高、低分組皆在「整合」及「解決方案」兩個認知階段有顯著相關；然而，兩階段相關之方向性不同，因此造成高、低學習成就表現。問卷結果顯示，師培生在問卷項目的教學、認知、社會互動及學習者構面抱持正向的學習感受。此外，參與者對於系統平台有正向的科技接受度，感受適當的認知負荷，也表示從教學模式中學到很多。訪談及學生反思單結果顯示，參與者對於整體教學流程及活動設計感到滿意。參與者認為翻轉教材提供充份的先備知識，能有效促進知識內化。最後，本教學模式設計能有效提升邏輯思考、口語表達能力及學習成果。根據研究結果，本研究嘗試驗證並且發展個案研究，提供未來相關研究以及在高等教育環境中實施翻轉教室融入CSCL情境之教學模式參考。

This study explored the student teachers’ Cognitive Presence, learning achievements and their learning perceptions using flipped classroom integrating CSCL contexts through an online discussion system. The research was implemented at a national university in Taiwan with 31 student teachers across an eighteen-week course. Online discourse analysis and worksheets scores were adopted to evaluate the student teachers’ four categories of Cognitive Presence and learning achievements. Survey questionnaires, interviews as well as student reflections were collected to gain deep understanding on the participants’ learning effectiveness and perceptions of the proposed approach.
In terms of Cognitive Presence, the student teachers had the most proportion in “Exploration”, the second largest rate in “Integration”, but rarely reached “Resolution”. Regarding learning achievements, the participants made significant improvement from solely flipped classroom to flipped classroom integrating synchronous online discussion. It was also discovered that the groups with higher proportion in category “I” and “R” had better learning performance in post-worksheets and were also the most progressive groups. Both high and low-rated groups had significant correlation between “Integration” and “Resolution”, but demonstrated only slight difference in correlation between the above two phases, thus leading to the discrepancy of high and low-achievement groups.
In terms of questionnaire results, the student teachers retained positive attitude toward the approach regarding Teacher, Social, Cognitive, Learner Presence and the online discussion system. They perceived adequate cognitive load and claimed that they learned much from this course. Based on interviews results and student reflections, the participants felt satisfied with the instructional procedures and activities. Furthermore, flipped classroom materials offered sufficient prior knowledge and promoted knowledge internalization. Lastly, the course design effectively increased logical thinking, oral skills as well as learning outcomes. We attempted to examine and develop a case study whose instructional designs could offer recommendations for future research or practice on flipped classroom integrating CSCL contexts as well as on the development of online discussion platform in the higher education

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