| Summary: | 碩士 === 國立中山大學 === 資訊管理學系研究所 === 94 === With the innovation and use of information technology, Blended Learning, which combines traditional face-to-face and e-learning, becomes an emerging trend. Blended Learning has been widely adopted in educational field and enterprises. It is considered as a useful model to transfer knowledge, teaching and learning. What does blended learning mean? What are the impacts on instruction? How many models can blended learning have? What are the related issues and challenges? And what are the future research directions? They are all the vital issues in the future development of e-learning. Many researchers and educators have indicated that interaction is an important factor to influence learning effectiveness. Therefore, our study focus on exploring different interaction modes in blended synchronous learning environment and analyzing what kinds of roles are participated within the interaction procedures. A case study approach is adopted by taking the three blended synchronous learning courses, Negotiation and E-negotiation, Computer network, Database, which are held by the MIS department of National Sun Yat-sen University in the first semester of the 94 academic year as research subjects. We also apply phenomenology view point and qualitative methodology to find out all different phenomenons of interaction existing in the studied blended learning environment. The results found eight different dimensions of interaction including instructor-to-instructor, instructor-to-learner, instructor-to-content, instructor-to-interface, learner-to-instructor, learner-to-learner, learner-to-content and learner-to-interface. We then provide suggestions for instructors, learners and managers how they can improve interaction in blended learning environment according to each interaction dimension.
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