黃玉貞 Yu-Chen Huang｜輔仁大學 助理教授、臺北市國小 校長｜piperginny@gmail.com
下載PDF▌摘要
This study aims to describe the implemented effects of Co-Blend Learning on student satisfaction and students’ learning outcomes/learning performances in bilingual education. During the 2022-2023 school year, 3 bilingual experimental course cases with Co-Blended Learning were conducted at a primary school in Taiwan. The implementation sequence of Co-Blended learning was considered: into three instructional stages: “Understanding/Participation,” “Application/ Transformation, “and” Sharing/Exchange.* The research data were collected from a student satisfaction questionnaire survey and teacher feedback that is based on teachers’ observations of student learning performance. Findings indicated that most students have expressed a high degree level of satisfaction regarding Co-Blend Learning. After students received bilingual instruction via the Co-Blended Learning approach, the changes in students’ bilingual learning outcomes/ learning performances teachers observed as follows: became more interested in bilingual learning, improved level of class participation, and progress in English communication ability. These clues might provide some supporting evidence for the effectiveness of Co-Blended Learning in enhancing student learning outcomes in bilingual education in Taiwan.
Keywords: Co-Blended Learning, co-teaching, blended learning, bilingual education: Taiwan