Blended-Learning Model Employed in Higher Education Institutes

過去幾年中，教育專家傾向于務實且以科技為基礎的媒介來擴展以教課書為主的課堂教學傳授方式，這樣的一個趨勢引導著混合式學習興起，該學習方式融合線上及面對面的教學互動，這些是傳統式學習所無法辦法具備的效果(Petrova， 2002；Hollerer，1999)。混合式學習的方法在建國科技大學(Chien-Kuo Technology University，Taiwan)進階商業課程，實施多年成效卓著。在本文中，作者深度探討結合科技運用在學習環境中的相關系統設計挑戰跟管理議題。本文實證研究結果混合式學習的彈性跟實務證實了缺乏英文基礎及電腦基礎的學生，透過混合式學習亦可有效學習中級英文課程，同時他們的學習成就，學習滿意度及學習意願有顯著性提高。

關鍵字

混合式學習；英文課程；學習成就

並列摘要

Over the past few years, education professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of teaching delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term Blended-learning, which comprises both electronic and face-to-face interaction, creating opportunities that were not previously available (Petrova, 2002; Hollerer, 1999). Blended-learning model are implemented at the Chien-Kuo Technology University, Taiwan for upper-level-undergraduate English school students. In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. The flexible and practical approach proves that students with less English or computer-programming background can handle even an intermediate English course via blended learning, and the achievement, satisfaction and willingness of learning is significant increasing simultaneity.

並列關鍵字

Blended-learning ； English Curriculum ； Learning Achievement

國際替代計量

Blended-Learning Model Employed in Higher Education Institutes

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