全英語授課通識課程融入混成學習對學生學習成效之影響及性別差異

高等教育為因應全球化與國際學習而實施全英語授課（English-Only Instruction, EOI），本研究的目的是探討一門EOI通識課程融入混成學習影響學生學習成效及性別差異，研究參與者共計145位大一學生（56位男生、89位女生），研究方法為準實驗法，A班面對面上課（對照組），B班為「以實整虛課程」（實驗組），面對面上課並於學期間進行3週非同步線上學習。分析以班別與性別為受試者間變項，學習評量項目作為學生學習成效之佐證，包括線上測驗、平時作業、期中考試、期末報告、學期成績等依變項進行二因子變異數分析。研究發現線上測驗呈現顯著班別與性別交互作用，及顯著班別、性別單純主要效果，A班學習評量高於B班，線上測驗未達顯著差異；線上測驗呈現顯著性別差異，男生線上測驗成績顯著高於女生，A班女生線上測驗成績顯著低於B班女生。「以實整虛課程」混成學習方式影響學習成效與不同性別的學生，建議未來針對學生的學習能力與特徵設計EOI混成學習，進而發展國際學習。

關鍵字

全英語授課；性別差異；混成學習；通識課程；學生學習成效

並列摘要

The higher education has administrated English-Only Instruction (EOI)due to the trend of globalization and international learning. During the last two decades, with an increasing number of international studentsin Taiwan, many universities have offered EOI programs for various types of degrees. Therefore, a great demandin EOI general education courses has increased in the meantime. Dearden (2014) argues that EMI is mainly adopted for teaching English, while EOI uses English throughout a diversity of courses with different purposes for students to learn as they are in English-speaking countries.Up until now, the learning effectiveness of the EOI general education courses has not been discussed as in many other professional domains. Because the EOI general education courses consider the personal growth of students more than professional ability, under the requirement that the whole process must use English learning, many students need more time to learn the course content. On the other hand, when faced with a large class size in demand, some professors and teachers adopt blended learning (BL) as a way to facilitate students in self-directed learning.Previous studies have not explored whether the integration of BL into the EOI general education curriculum affects student learning effectiveness. The research question in this study was to detect the differencesin learning outcomes between face-to-face learning and BL.The main research hypothesis was that BL affected specific learning evaluative items.In addition, the learning effectiveness of college students of different genders wasalso affected by BLto a certain extent. Graham (2006) has mentioned in the classic work of BL that the original concept of BL is to combine face-to-face teaching and computer media teaching withthe use of blended system to extend physical classroom activities to the teaching platformas a formation of a pluralistic learning situation.The ideal BL is to combine face-to-face learning with online learning, taking the advantages of both instructional technology and traditional education.Scholars So and Rush (2008) have defined BLon the graduate curriculum design as a mode of distance learning through the integration of information technology and networking. Accordingly, when BL has been integrated within traditional education, classroom activities such as explanations and drills in physical classroomsfor learning aremainly carried out asynchronously on the teaching platform. BL has been adopted as a technological device in general education in order to encourage students experience self-directed learning.General education has attached importance to students' autonomy, based on the ＂student-centered learning＂ as an educational concept forcourse design. Learning is to set up goals in advance as students perceive their abilities and efforts and adjust learning pace at any time in a planned manner.In the face of unclear situations, students are willing to try, even if they make mistakes, they are able to correct mistakes through self-monitoring by the system feedback mechanism. One of the advantages of the integration of face-to-face learning and online learning is the design of various BL activities. Successful BL should be based on the characteristics of learners and flexible application of the principles from teaching methods and learning theory. Hrastinski (2019) argues that the current context of instructional technology is very different from that in the past, mainly on analyzing the advantages and disadvantages of face-to-face learning and online activities for integrating appropriate learning activities as an ideal BL model. Cronje (2020) further advocates that the definition of BL in higher education is ＂the appropriate use of a mix of theories, methods, and technologies to optimize learning in a given context.＂ With the technical capability of the younger generation, the way of learning has implanted with online learning activities designed to motivate students to demonstrate self-directed learning.This study was intended to investigate the effects of BLin college students'learningoutcomes in an EOI general education course. The participants were 145 college students (56 males, 89 females) recruited from two classes taught by EOI in two different semesters. The class A (control group) was taught mainly in a classroom environment of face-to-face learning whereas the class B (experimental group) was implanted with BLas a Blended Course with 3 online classes for asynchronous learning during the semester. The research method was a quasi-experimental design as it was not possible to control all the key factors in the study. All of the categories of leaning evaluative items were collected as research data and analyzed by a two-way ANOVA with class and gender as between-subjects variables and the measurements of learning performances,including the items of online test, assignment, midterm, final report, and final grade as the dependent variables. The results of the analyses indicated that there was a significant interaction between class and gender in the online test. The main effects of class and gender werealso found to be significant.With the exception of online test, class A displayed a higher level of learning outcomesthan that of class B. Significant gender differenceswere shown in the online test,in that, the male students who performed significantly higher than the female students. The female students in class A displayed a lower level than their counterpart in class B in the online test. Student learning outcomes were influenced by integrating a special fashion of BL to some extent.Specific learning evaluative items and students of different genders were influenced by BL.Female students performedbetter on the online test when they were in a BL course. In conclusion, students from the Blended Course were not necessarily outperformed their counterpart in a face-to-face taught course but the findings of this study have left some interesting topics for further studies regarding the gender effect and the online test. As we can see that the female students from the Blended Course have exceled their counterpart on the result of online test and displayed a motivation to manifest self-directed learning. Overall, as English is used as the language of instruction throughout the classes in this study, the professor has to teach as consistently as possible in terms of her teaching attitudes and behaviors.Due to the limitation of only one EOI general education course as a research course, it is impossible to overview the whole picture of EOI. The main contribution of this study is to provide with the evidence-based research results as a reference for the application of BL models in future EOI general education courses. For stepping forwards, teaching professional scholars will beexpected to invent more effective methods of teaching and learning with an advantage of technology to maximize the effect of BL on students learning outcomes in EOI general education courses.In the meantime, it is urgent to establish innovative theories as an infrastructure for the development of EOI research to systematically understand the characteristics and mission of the higher education in Taiwan. The education authorities have to develop EOI strategies and policies to elevate internationalization in the educational institutions at the national level as suggested by EOI experts (e.g., Kotake, 2016).

並列關鍵字

blended learning ； English-only instruction ； gender differences ； general education course ； student learning outcomes

參考文獻

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