系統識別號 | U0002-2108201523464400 |
---|---|
DOI | 10.6846/TKU.2015.00636 |
論文名稱(中文) | 磨課師(巨型開放式線上課程)數位混合式教學對台灣高等教育外語學習之研究 |
論文名稱(英文) | Investigating of Integrating MOOCs into Blended Learning Environment on Taiwanese College EFL Learners |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 103 |
學期 | 2 |
出版年 | 104 |
研究生(中文) | 沈珈煒 |
研究生(英文) | Chia-Wei Shen |
學號 | 899110182 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2015-06-26 |
論文頁數 | 188頁 |
口試委員 |
指導教授
-
王藹玲(wanga@mail.tku.edu.tw)
委員 - 吳美貞 委員 - 鄧桂薰 委員 - 胡映雪 委員 - 王偉成 |
關鍵字(中) |
混合式學習 遠距教學 巨型開放式線上課程 磨課師 線上學習 第二外語學習 自主學習 學習成效 協同學習 互動式學習 |
關鍵字(英) |
Blended Learning Distance Learning Massive Open Online Course (MOOC) Online Learning Second Language Learning Active Learning Autonomous Learning Learning Effectiveness Collaborative Learning Interactive Learning |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究旨在探討實施磨課師(巨型開放式線上課程)數位混成式教學於台灣高等教育外語學習之可行性,同時分析學生英語能力學習成效,學生意見滿意以及學生對於巨型開放式線上課程情形之探究,以供其他地區或學校未來在建構數位學習平台時之參考。本研究規劃為一年期的研究計畫,受試者為三十位台灣大學生,為區分教學方法與成效,受試者於第一學期接受數位混成式巨型開放式線上課程,第二學期接受傳統式教學法,除了應用多益模擬測驗得知學習成效外,更採用採用期末評量問卷調查表,凸顯對教學品質的重視。最後本研究以問卷及面談方式,啟動師生溝通,探測其解答。在質化與量化並重方式分析下,研究結果顯示,融合巨型開放式線上課程於數位混成式教學可有效提升學生學習滿意度與學生英語能力學習成效。受試者更指出,融合巨型開放式多元教學平台可有效增進師生互動及教學。此外,融合巨型開放式線上課程於數位混成式教學所提升的協作式學習能力,不僅提升學習的自主性更有效強化英語學習動機。從以上的研究結果發現,應用巨型開放式線上課程於混成式教學的學習方法大量結合新興科技的便利性,確實並有效協助學習者提高學習成效。 |
英文摘要 |
The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction. In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan. This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective. This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques. |
第三語言摘要 | |
論文目次 |
TABLE OF CONTENTS Acknowledgements i Chinese Abstract ii English Abstract iii List of Tables viii List of Figures viii CHAPTER ONE INTRODUCTION 1 Research Background 1 Blended Learning 1 Blended MOOCs 3 The Nature of Blended Learning 4 Statement of the Problem 8 Purpose of the Study 10 Significance of the Study 11 Research Questions 12 Definitions of Terms 13 CHAPTER TWO REVIEW OF THE LITERATURE 14 Background of Blended Learning 14 Definition of Blended Learning 19 Why Do We Adopt Blended Learning 22 Benefit of Blended Learning 26 Challenges of Blended Learning 30 Technology Barrier 30 Time Consuming Difficulties 31 Course Redesign Challenges 33 Massive Open Online Course (MOOC) 35 Summary 36 CHAPTER THREE METHODOLOGY 39 Setting 39 Participants 40 Research Design 41 Course Design: Blended Learning Course 41 Course Design: Traditional Face to Face Course 42 Adopting MOOCs as primary supplementary material 44 Instruments 48 TOEIC Simulated Test 48 Self-Evaluation Open-ended Questionnaire 50 Semi-structured Interview 51 End-of-Course Evaluation Questionnaire 51 Data Analysis 52 Self-Evaluation Open-ended Questionnaire 54 Semi-structured Interview 55 End-of-Course Evaluation Questionnaire 56 Validity and Reliability 57 CHAPTER FOUR RESULTS AND DISCUSSIONS 58 Background Information 59 Findings from the Quantitative Study 60 TOEIC Simulated Test Result 60 Score Interpretation: Blended Learning Model 61 Score Interpretation: Traditional Learning Model 63 Findings from TOEIC Simulated Test Result: Mean Scores 64 End-of-Course Evaluation Questionnaire Result 67 Data Analytic Strategy and Scale Reliability 69 Findings from Workplace English End-of-course Evaluation Questionnaire 69 Findings from the Qualitative Study 71 Active Learning 73 Collaborative Learning 76 Interactive Learning 81 Learner Autonomy 84 Learning Effectiveness 89 CHAPTER FIVE CONCLUSIONS 94 Review of Main Findings 94 Implication 98 Limitations of the Study 101 Recommendations for Future Studies 101 REFERENCES 104 Appendix 1: General Background Questionnaire 176 Appendix 2: Technology Use Questionnaire 178 Appendix 3: Self-evaluation Open-ended Questionnaire (A) 180 Appendix 4: Self-evaluation Open-ended Questionnaire (B) 182 Appendix 5: End-of-Course Evaluation Questionnaire 184 Appendix 6: TOEIC Simulated Test Result – 2013 Fall 186 Appendix 7: TOEIC Simulated Test Result – 2014 Spring 187 Appendix 8: Interview Protocol 188 List of Tables Table3.1: Comparison between Blended and Traditional Classrooms 44 Table3.2: Objectives For Blended Learning Instruction 46 Table3.3: Objectives for Traditional Learning Instruction 47 Table 3.4: TOEIC Listening / Reading test format 50 Table4.1: Background Information of the Participants 59 Table4.2: Technology Use of the Participants 60 Table4.3: Means and Standard Deviations for Pre-test and Post-test Scores of the Blended Learning Mode 65 Table4.4: Means and Standard Deviations for Pre-test and Post-test Scores of the Traditional Learning Mode 65 Table4.5: One-way Anova on participants’ gain scores in the blended learning and traditional learning modes 67 Table 4.6: Result of Workplace English End-of-Course Evaluation Questionnaire 68 Table 4.7: Reliability Statistics 69 List of Figures Figure 4.1: Performance of the Two Groups on TOEIC Simulation Tests 66 Figure 4.2: Student Satisfaction with Blended and Traditional Learning Models 70 |
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