混合式在線學習實踐個案研究

高等院校一向積極推動教學更新，務求為學員提供易於接近而高質素的學習經驗。因應資訊科技長足的發展，在線學習備受器重。傳統面授學習與新興在線學習有效融合，造就了混合式在線學習傳遞模式。本研究介紹一次混合式在線學習的教學實踐，並通過問卷調查了解學生對在線學習、面授學習的觀感，以及利用科目教學評估來對比前後兩屆分別沒有運用和運用混合式在線學習的學生回饋，加上焦點訪談，以檢視是次運用混合式在線學習的成效。研究結果顯示，學員喜歡在線學習，但更喜歡面授學習。同時，在線學習雖然增加了課堂的彈性，但未能如面授課堂增加科目興趣，而且面授課堂令學習更愉快。此外，焦點訪談反映部分學生在線學習輕率了事。因此，設計及實施混合式在線學習時，須關注學生學習的興趣及學生的自律性。
Effective and flexible delivery models have been advocated in the field of higher education to ensure quality learning experiences. Blended learning, commonly defined as an integration of traditional face-to-face and online approaches to instruction, is now being proposed to an effective tool addressing both student learning and teacher professional development. This paper describes and evaluates a pedagogical approach to blended online learning. Two classes of two consecutive years of the same course in a university were being studied. Utilizing teacher rating scales and questionnaires, together with a focus group surveys, qualitative and quantitative data were collected, which were then being analyzed by the mixed method. Results demonstrated that online learning provided learning flexibility but could not stimulate learning motivation, whilst face-to-face approach was able to make the learning process more enjoyable. Student characteristics (attitudes and self-regulation) should be considered when any blended online learning programs was structured. Copyright © 2019 商務印書館（香港）有限公司.