本研究主要探究與比較「翻轉學習」與「傳統學習」的學習環境下，大學生內在動機（intrinsic motivation）、自我效能（self-efficacy）、學習策略（learning strategy）以及學習表現（Academic performance）之差異。本研究之翻轉學習運用教育部數位學習服務平台及YouTube 為翻轉學習教學影片，本研究對象為某大學一年級四個班級共113 名學生，由同一位老師教授計算機概論後，實驗組學生53 人，進行「翻轉學習」，控制組學生60 人，進行「傳統學習」，最後進行計算機概論之測驗，以瞭解其學習表現。
本研究結果顯示，翻轉學習相較於傳統學習，翻轉學習者的內在動機、自我效能、覆誦學習策略及學習表現顯著為優，而兩組在認知學習策略（組織、精緻化）與資源管理策略（尋求協助）都沒有差異。此外，學習者經由翻轉學習後，其內在動機、自我效能、覆誦學習策略及學習表現有顯著提升，而學習者經由傳統學習後，則無顯著提升。最後，本研究根據研究結果將對教師教學、學習平台與後續研究提出相關建議。

關鍵字：翻轉學習、內在動機、自我效能、學習策略、學習表現

The purpose of this study was to investigate the differences in intrinsic motivation,self-efficacy, learning strategy and academic performance between “Flipped classroom learning” and “Traditional learning”. A total of 113 freshman students from four classes participated in this study. These students were taught by the same professor. There were 53 students in “Flipped classroom learning” and 60 students in “Traditional learning”.
The results indicated that students in the group of “Flipped classroom learning” performed better in intrinsic motivation, self-efficacy, rehearsal learning strategy and academic performance than those in the group of “Traditional learning”, but there were no difference in cognitive strategy（ eg, elaboration, organization ） and resource management（eg, help seeking）strategy between these two groups. In addition, students increased their intrinsic motivation, self-efficacy, rehearsal learning strategy and academic performance after “Flipped classroom learning”, while no difference was found for the students in group of “Traditional classroom learning”. Finally, suggestions
are provided for instruction, the design of learning platform and future research.
Keywords: Flipped classroom, Intrinsic motivation, Self-efficacy, Learning strategy,Academic performance

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