混成學習世代──打造體育課的零距離學習

Blended Learning Generation - Create zero-Distance Learning in Physical Education

目的：COVID-19客觀上為傳統教學提供了另類跳躍式的發展契機，混成教學模式的走向必然成為一種趨勢。只是體育課是需要大量實作的課程，對環境、器材的要求比較多，又是以身體為主的上課內容，也比較需要面對面發揮最佳教學成效。混成學習是結合面授及遠距課程上課方式，學習者可以彈性依據他們的時間及學習速度來進行學習的一種教學模式。混成學習所創造出的教學型態，有助於教師們執行適性的教學策略。本研究目的將探討混成教學模式對體育課學生在自我效能、自我調整學習與學習成效的影響性外，亦分析學生對混成教學模式的課程實施成效意見。方法：以德明財經科技大學「健身」課程，共100人為研究對象。研究工具採用體型自我監控記錄表、健身自我效能量表、自我調整學習量表及混成教學學習意見調查問卷。資料分析：以描述性統計、獨立樣本、相依樣本t考驗與皮爾遜積差相關等，來分析本研究所有問題。結果：1.實體教學與混成教學模式在自我調整學習、自我效能（知識／技能）的學習成效沒有差異；2.實體教學模式的「腰圍」與「臀圍」的身體質量比混成教學模式有較佳的變化。3.從混成教學模式的開放學習意見調查來觀察，82%學生對混成教學模式的接受度相當高。最後，希望藉由研究結果，提供未來在教學上的應用與建議方向。

Purpose: COVID-19 has opened up an avant-garde teaching method for traditional teaching, blended learning mode has become a trend of future teaching. The types of physical education classes are actually very diverse, and the distance education is only one way of learning. Physical education is based on physical training. In addition to the requirements for the environment and equipment, it also requires a face-to-face teaching method to achieve the best teaching effect. Blended learning is a learning mode that includes face-to-face and distance education. Learners are free to learn according to their time and learning speed. This provides the best teaching method for most teachers and students who may have to stop class and online teaching when encountering COVID-19. The blended learning model can help teachers develop the most suitable teaching style for the future. This study aimed to explore the influence of the blended learning model on the self-efficacy, self-regulation and learning effectiveness of college students in physical education classes, and investigate students' opinions on the implementation of the blended learning model in physical education. Methods: The participants of this study were 100 students selected from workout curriculums on Takming University of Science and Technology. The subjects were administered by“Body Shape Self-Monitoring Satisfaction Form”,“Workout Self-Efficacy Scale”,“Self-Regulation Learning Scale”, and Blended Learning Curriculum Questionnaire. Date Analyzing: The collected data were analyzed by descriptive statistics, percentage, independent-sample t-test, paired samples t-test, Pearson product-moment correlation, multiple stepwise regression analysis, and two-way mixed design of ANOVA 2x2. Results: 1. In the hybrid teaching model, students in 1-2 periods in the morning (experimental group) and 3-4 periods (control group) have the same learning abilities of self-regulated learning and self-efficacy (knowledge/skills). 2. The ''waist circumference'' and ''hip circumference'' of the physical teaching model have better learning results than the hybrid teaching model. 3. Judging from the open learning opinion survey on the hybrid teaching model, 82% of students have a high degree of acceptance of the hybrid teaching model. Conclusion: It is hoped that the research results will provide future applications and suggestions for teaching.