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。

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.

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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