The design and implementation of a blended English reading course in higher education

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Title:	The design and implementation of a blended English reading course in higher education
Other Titles:	混成式英語閱讀課程於高等教育之設計與實施
Authors:	王士豪;Wang, Shi-hao
Contributors:	淡江大學教育科技學系碩士班施如齡;Shih, Ju-ling
Keywords:	混成式學習;英語閱讀策略;線上學習;教學設計;高等教育;blended learning;English reading strategies;online learning;instructional design;higher education
Date:	2006
Issue Date:	2010-01-11 00:27:02 (UTC+8)
Abstract:	近年來，混成式學習在學校教學或企業訓練情境中，都展現了相當卓越的成效。它結合了線上學習與實體教學的雙面優勢，消彌了學習上雙峰與排擠的人際互動問題〈Thorne, 2003〉。除此之外，教師得以依據壆科知識類型，融合各種教學理論與策略，搭配教學媒體與科技於課程中，延伸並深化學習者的學習經驗。因此，為探討混成式學習在英語教學上的應用成效，本研究以溝通式教學為基礎，發展出一套為期四周的混成式英語閱讀策略課程。並試圖探討〈一〉在混成學習中，具備何種學習風格的學習者將會得到最大的收穫；〈二〉哪些因素將會影響混成課程的實施成敗等研究問題。研究中，研究者以英語閱讀策略為主題，設計並發展一套為期四週的課程，結合Moodle教學平台，於大學英語課程中實地實施。過程中以參與觀察、深度訪談、以及田野筆記等質化研究方法，蒐集三十二位大二應用外語系學生於混成式課程中的學習態度及觀感。透過詳盡的詮釋分析，得到了幾點研究發現：〈一〉學生的學習風格及對科技的接受度，會直接地影響學習成效。勇於冒險嘗試、對科技使用程度高的學生對混成學習的態度及收穫普遍都較高。〈二〉學習者的資訊素養、電腦網路設備、以及不可預期的機器問題，均是影響混成式學習實施成效的關鍵因素；〈三〉混成式學習的嶄新體驗使得學習者面對英語學習，態度變得更為積極、開放。學習不再只是發生在教室內的行為；學習是終生的，隨時隨地在發生的。關鍵詞:混成式學習；英語閱讀策略；線上學習；教學設計；高等教育 The objective of the study is to design and develop a blended English reading course in order to introduce an innovative learning experience for higher education EFL learners. Blended learning has been proved that it could be employed to effectively enhance the contexts of learning and training. Thorne (2003) accentuates that blended learning represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. However, the concept of blended learning is not well known to EFL educators and learners. Prompted by these propositions, the researcher attempts to develop a four –week blended English reading course and further implement it investigating the course’s efficacy. Two research questions are derived to explore: (a) what kinds of learners benefit most from the course, and (b) what barriers that might thwart the implementation of the course are. The overall framework of the research design has twofold phases: (1) the phase of the model development, and (2) the phase of “ADDIE”. An English teaching practitioner and 32 English majors were invited to participate in the blended English reading course. Through qualitative analyses of participated observation, in-depth interviews, and field notes, three findings were surfaced as follows: (a) students’ learning achievements were primarily influenced by as learning styles and the degrees of technology acceptance; (b) inadequate computer literacy, inadequate available computer resources, and unpredictable machine failure might be the crucial obstacles to the success of thee implementation; (c) learners were more aware of their responsibilities for learning achievement, and positively viewed learning process as life-long learning. Besides, Suggestions for implementing the blended learning were provided for other researchers.
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