摘要:
混成学习其实是一种旧瓶装新酒的学习环境，其方法是选择适当的教学元素，然后适当的安排这些教学元素，目的就是要增进学生学习动机与成效。不同的课程、不同的教师和不同的学生，就可能组合成不同的混合学习环境与模式。本研究将探讨混成学习之成效，实际应用于高职计算机课之混成学习课程。本教学设计范例透过网络教学平台进行在线教学，整合网络教学资源、远程控制、网络信息、等技术，实际之操作展现该学习之灵活性和实时性之优势，可以帮助信息后台对系统之监控与修改维护，有效地协助学生实际应用及老师发展教学策略理论，期盼能建构一套完整的新数字教学设计系统，让教学活动更活泼顺畅，吸引学生学习兴趣，建立学生对计算机使用之基础，增进学生学习的效果，实现混成教学设计之目标。透过该研究了解信息网络认知力对学生的学习兴趣具有正向关联，故能提升学生的学习兴趣。网络信息认知力对学生的学习焦虑具有负向关联，也应该要多加加强学生的常备知识，以减少学生的学习焦虑。
The important role of internet
cognitive failure may create the difficulty in learning process and promote or
inhibit an individual’s blended learning interest or anxiety. To understand
this issue, the present study applied blended teaching approach by using
YouTube for students to learn accounting and face to face to discussion in
classroom. Effective data of 236 from vocational students, aged 16 - 17, to
confirmatory factor analysis and structural equation modeling. The results revealed
that Internet cognitive failure was positively correlated to blended learning
anxiety, but negatively correlated to blended learning interest. Internet
self-efficacy was positively correlated to blended learning interest but negatively
correlated to blended learning anxiety. Blended learning interest and anxiety
were positively associated with learning engagement. The result implied that
blended learning may create “psyched up” during using YouTube to learn
accounting and it needs more studies to verify.