Thanks to the rapid emergence of instructional technologies in the learning environment, the learner-centered instructional approaches have been addressed again for school teachers to integrate in high school classroom activities. However, whether or not the flipped-classroom approach can be successful, is often influenced by the two main conditions--- students’low motivation and their teachers’inappropriate instructional design. Based on the above reasons, this research team first investigated high school students’ learning motivation levels; the information guided the direction of developing learning materials as supplements. Secondly, through the design-based research method integrated with the ARCS model, the motivating instructional strategies and the instructional technologies were adopted in the English high school classrooms. Regarding data collection, the motivation survey, students’ learning journals, and classroom observation answered the question of students’perspectives of the instructional strategies and technologies. Teachers’teaching journal, interviews, and classroom observation answered the question of how the teacher perceive the curriculum and instruction. Based on the findings, during the implementation of the flipped classrooms, the change process of students’ motivation was investigated, and how the teacher and the students perceived the flipped classrooms. It is hoped that the findings can shed light on the learning and teaching process of the flipped classrooms and help develop effective instructional strategies with empirical studies supported.
|Effective start/end date||2017/08/01 → 2018/10/31|
- flipped classrooms
- the ARCS motivation model
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