本研究探討基礎呼吸治療學實驗課程採用翻轉教室教學模式後，聚焦於：一、接受線上學習後其學後保留程度是否較高；二、翻轉教室教學模式是否能有效提升課程前後學習進步量；三、小組表現是否與課程前後學習進步量有關；四、翻轉教室教學模式是否能有效提升總結性評量的學習成就；五、學生背景資料及課前線上學習投入程度是否與課後學習成就相關？本研究以臺北市某大學呼吸治療學系二年級學生為研究對象，採取單組前後測設計之準實驗研究法，依序接受傳統講授教學及翻轉教室教學模式。除在各時間點分析學習成就，並探究線上學習與學生學習成就之相關性。研究結果顯示：一、接受線上學習後，其簡單題型之學後保留程度較高；二、翻轉教室教學模式可顯著提升學生課程前後學習進步量；三、在翻轉教室之小組表現與課程前後學習進步量呈顯著相關；四、接受翻轉教室教學模式的學生可提升技能測驗的學習成就，且更能完成困難問題；五、學生背景資料及課前線上學習投入百分比與學習成就無相關性。根據本研究推論，翻轉教室教學法應著重於課間討論及系統性設計課間活動。

This study investigated the effects of employing the flipped classroom model on students’ learning of clinical practices in basic respiratory therapy. The objectives were to determine: (1) the model’s effect on online learning retention, (2) whether a flipped classroom would improve students’ learning, (3) whether a correlation would be evident between group performance and students’ learning achievement, (4) whether a flipped classroom would strengthen students’ skills, and (5) whether personal background and individual factors would be significantly related to students’ performance. The sample consisted of 51 sophomore students majoring in respiratory therapy in a university in Taipei. Traditional teaching methods were applied in the control group class. The students watched online videos before class in the experimental (flipped classroom) group. The students’ learning achievements at various time points and their correlation with the online videos were explored. The factor analysis of the flipped classroom model was based on background factors, experience with online learning, group cooperation, and learning achievements. Analysis was performed using a paired sample t-test, Pearson’s correlation, and stepwise multiple regression. The results revealed that: (1) online learning increased learning retention, (2) the flipped classroom model improved the students’ learning, as indicated by the difference in pretest and posttest scores, (3) a partial relationship exists between group performance and the students’ learning achievements, (4) the f lipped classroom model strengthened the students’ skills and enabled them to complete difficult tasks, and (5) the students’ backgrounds and individual factors did not affect their performance. When implementing a flipped classroom, the instructor should focus on in-class discussion and activities.

呼吸治療、學習成效、翻轉教室

respiratory therapy, learning performance, flipped classroom