全面混成學習環境中之班級氣氛與學習成效探討

Classroom climate and learning effectiveness in holistic blended learning environments

過去學者所提的混成學習多侷限於實體同步與網路非同步以及網路同步與網路非同步兩種混成模式，本研究建構了一個全面性混成學習環境，整合了實體同步、網路同步與網路非同步學習環境，讓教學者與學習者能夠突破時間與空間的限制進行雙向互動。本研究旨在探討全面性混成學習環境中，實體同步群體與網路同步群體對於班級氣氛的感知與學習成效是否有顯著差異，並探討網路班級氣氛與學習成效之間是否存在正向關係。本研究結合了問卷、訪談以及內容分析法，採用不同的資料來源進行三角驗證，分別在學期中與學期末收集學生班級氣氛感知與學習滿意度的量化問卷資料，接著進行訪談並分析線上討論板資料以輔助量化數據的解釋。研究結果顯示雖然網路同步群體在班級氣氛與學習成效上的變化較實體同步群體為大，但是網路同步群體與實體同步群體兩個不同群體學生之學習成效並沒有顯著差異，亦發現網路班級氣氛與學習滿意度具有顯著正相關，本研究證實全面性混成學習是一個值得推行的混成學習模式。

Previous research studies on blended learning have mainly focused on blending between either Physical Face-to-Face and Cyber Synchronous or Cyber Face-to-Face and Cyber Asynchronous environments. This research has created a Holistic-Blended Learning Environment (HBLE) in which Physical Face-to-Face， Cyber Face-to-Face and Cyber Asynchronous blended models are synthesized into one holistic-blended learning model. Such a model enables teachers and learners to engage in two-way interaction asynchronously and synchronously no matter whether they are in physical space or cyber space. This research also explores whether significant differences exist in terms of effects on classroom climate and learning effectiveness between Physical Face-to-Face Group (P-F2F) and Cyber Face-to-Face Group (C-F2F). The research methods include surveys， interviews and content analyses. Triangulation of different sources of data also prevents bias. After the collection of quantitative questionnaires on classroom climate and learning satisfaction in the middle and at the end of a semester， interviews and analyses via online discussion forums were used to supplement and explain the quantitative survey results. The research results show that although C-F2F has a larger variation on classroom climate and learning effectiveness before mid-term and after final exam than P-F2F， there was no significant difference in learning effectiveness between the C-F2F and P-F2F student groups. Furthermore， results show a positive correlation between classroom climate and learning satisfaction. The study validates the positive potential of implementing holistic-blended learning for higher education.