混合教室的劇場分析：發現傳統與數位學習環境間的綜效

Dramaturgical Analysis of Hybrid Classrooms: Finding Synergies between Traditional and Digital Learning Context

大學課室的學習績效是由許多因素彼此互動產生的，因此有研究者以劇場理論描述之。目前大學中混合式教室日益增加，希望能結合數位與面對面傳統教室的優點。本研究利用社群診斷模式中的四個評量：學習呈現、教師呈現、社會呈現及認知呈現；並加入一個新評量：平台呈現，試圖去了解混合式教室可能產生的教學成效。本研究以兩個循環的行動研究來發展及檢驗有效混合教室的教學策略；在第一個循環中以相同的教師及教材，比較線上與面對面兩種教室所產生的滿意或不滿意事件，來評估平台造成的影響；進一步以第一階段發現的原則應用於設計第二階段混合教室的教學策略來驗證其有用性。

Classroom learning performance in higher education, a complicated processsaffected by a large number of variables that interact with one another, is examinedin this paper based on the framework of dramaturgy theory. Blended classroomsettings are increasingly favored in the realm of higher education in order to reapthe benefits from both online and traditional face-to-face classrooms. This studyutilizes four measurements to explore the possible effects of different pedagogicaldesigns in the blended classroom: learning, teacher, social, and cognitive presences,from the community of inquiry model, and adds a fifth: platform presence. Thisstudy uses a two-cycle action research process to develop and test effectivestrategies of blended classroom pedagogy. In the first cycle, the influence of theplatform is studied by evaluating incidences of satisfaction and disatisfactionbeween the face-to-face and e-learning classroom, with shared teachers and content. Guidelines for pedagogical design that emerge from analyzing the first cycle arefurther applied to the second cycle of action research in order to evaluate theirdegree of usefulness.