Article Preview
Top1. Introduction
With the development of information technology, under the global reform of education and teaching approach, in recent years, the Ministry of Education in Taiwan has encouraged teachers at all levels to make the use of mobile digital learning interactive platforms and online multimedia teaching resource to make corresponding changes in instructional approach. In the context of flipped teaching, there is a significant positive correlation between student self-efficacy and motivation. The peer assessment method supported by mobile technology is also a teaching approach that is beneficial to significantly enhance students' internal motivation, as well as focus and reflection (Hsia & Sung, 2020). Sports educators have also created a wave of information technology to assist in teaching. Thus, how physical education teachers can make good use of digital technology resources to create greater learning flexibility and better learning outcomes for students has become a very hot topic today.
1.1 Characteristics of Physical Education
The biggest difference between physical education and teaching in other subject areas is the particularity of physical education in the teaching of action skills, which involves abstract knowledge that combines multi-dimensional space and the timing of actions. It is not easy to use pure text or descriptive words to express this clearly (Braaksma et al., 2018); visual stimulation definitely plays a very important role in physical education. Dance teaching incorporates stimulation with body-kinesthetic intelligence, which is one aspect of physical education (Gardner, 2006). For students, effective action knowledge transfer requires the observation and imitation of countless images so that they are trained in what the teacher wants to teach (Morrison, Reeve & Harrison, 1992). Therefore, it is particularly important for teachers to demonstrate the movements for students’ visual observation and learning, or for students to acquire movement skills through video media (Nicaise et al., 2007). In this study, the instructor promotes students to achieve better learning performance through the integration of network technology and technology support, investigating the effects of blended learning (BL), flipped learning (FL), and online remedial teaching (ORT) teaching approach in contrast with traditional teaching.
1.2 The Importance of Dance Teaching
Dance is a branch of the performing arts, a type of physical activity, and also an aspect of sports courses and sports events. It has the characteristics of competition, communication and interaction (Zhang & Wang, 2019; Yang, 2019). Dance teaching has distinctive characteristics; it seems simple, but the course content is rich and the teaching process is difficult (Gao, 2018). Teachers accumulate experience in practice and use a variety of teaching approaches to promote the dual development of students' comprehensive qualities and abilities in dance. Moreover, dance teachers seek to fully stimulate students' interest in learning, to learn to respect and encourage students, and to guide them to positive breakthroughs. In addition to learning dance skills, students can also release physical and mental pressure, express emotions, enhance socialization, cultivate aesthetics and develop creativity. Dance allows students to adjust their psychological state with the melodies and move freely; it is definitely the best choice among leisure sports and leads to benefits in training our bodies. (Lin et al., 2011).
Student-centered teaching approaches have been shown to have a certain degree of influence and appeal (Zhou, 2018). Therefore, the features, support and convenience of mobile digital technology are used in this study which adopts BL, FL and ORT modes to help students find a more suitable dance learning method to further improve their learning effects and learning motivation.