以混成學習精進英語授課課程之行動研究

Action Research on Improvement of EMI Courses by Blended Learning

10.6870/JTPRHE.202106_5(1).0003

鍾智林(Chih-Lin Chung)

行動研究 ； 英語授課 ； 計畫－行動－檢核－調整 ； 混成學習 ； action research ； English as a medium of instruction (EMI) ； plan-do-check-adjust (PDCA) ； blended learning

大學教學實務與研究學刊

5卷1期（2021 / 06 / 30）

71 - 104

繁體中文

英語授課為臺灣高教趨勢，但學習成效常受質疑。本研究以某課程為個案，過往為教師單向講授，幾乎無法達到開課人數，教學評量也有進步空間，因此嘗試實體及網路之混成學習，透過「計畫、行動、檢核、調整」之行動研究法，以學習者、知識、評量為中心，計畫與調整階段參酌近年及本期學生之需求來設計核心知識單元，行動階段融入線上與實體教學活動以增加互動，檢核階段分析校級問卷、自製問卷、數位平臺紀錄來追蹤成效。研究結果顯示學生對線上與實體教學互有偏好，教學評量分數優於歷年紀錄及系平均值，惟仍無法吸引學生修課，待日後繼續努力。

English as a medium of instruction (EMI) is a trend of higher education in Taiwan; however, it encounters learning effectiveness issues. This study focuses on an EMI course that was teacher-centered and had very low enrollment. This action research thus applies blended learning with physical and online interactions to improve the case course. The study follows the PDCA (Plan-Do-Check-Adjust) method to reflect the learner-, knowledge-, and assessment-centered learning perspectives. The P- and A-stage took previous students' feedback and current students' needs into consideration for content design. The D-stage incorporated online and face-to-face teaching for better interactions. The C-stage reviewed the school-wide teaching evaluation report, custom-made questionnaire, and the learning output data of the e-platform to track learning effectiveness. The results show that the students did not unanimously prefer online or physical instructions. The execution of PDCA and blended learning, however, generated a record-high evaluation outcome and outperformed the departmental average. Nonetheless, the concern that very few students take the course remains to be addressed.

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