隨著資訊技術的創新與應用，使得結合傳統教室中的面對面學習與透過網路的線上混成學習方式成為未來的趨勢。「混成學習」(Blended Learning)一詞常見於教育及企業界，甚至被視為未來用於知識傳遞、教學與學習的重要趨勢之一，究竟混成學習是什麼？對於教學有什麼影響？目前有哪些混成學習模式？其面臨的議題與挑戰有哪些？未來的發展方向為何？這些都是網路學習發展至今的重要議題。許多研究者與教育者指出互動過程是影響學習成效的重要因素。所以，本研究主要探討在新興的混成同步學習環境下存在著哪些互動過程，且這些互動過程包含了那些不同的角色扮演。本研究採用個案研究方法，並且以國立中山大學資訊管理系在94學年度上學期所開設的三門混成同步學習課程(包含談判與電子化談判、計算機網路專題、資料庫系統專題)為研究對象，從現象學的觀點的來探討在此種混成學習環境下，到底包含著哪些互動現象。本研究結果最後歸納出教學者與教學者、教學者與學習者、教學者與教材內容、教學者與系統介面、學習者與教學者、學習者與學習者、學習者與教材內容以及學習者與系統介面等八個互動現象的構面，且依據這些構面提出建議以改善混成學習環境中的互動，以供未來實施混成學習之教學者、學習者與管理者參考。

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.

表　　目　　錄 1
圖　　目　　錄 2
摘要 3
Abstract 4
第一章、序論 5
第一節、研究背景與動機 5
第二節、研究問題 7
第三節、研究目的 7
第四節、重要名詞定義 7
第五節、論文章節架構 9
第二章、文獻探討 11
第一節、混成學習 11
第二節、互動 13
一、互動的重要性 13
二、互動的理論基礎 14
三、傳統教室的互動分類 16
四、網路教室的互動分類 18
第三節、媒體豐富度理論 22
第三章、研究設計 25
第一節、個案研究法 25
第二節、現象學之質性研究觀點 27
第三節、個案介紹 28
一、個案背景 29
二、研究環境 30
三、課程教材內容 31
四、系統介面 31
五、研究範圍 33
第四節、研究流程 34
一、觀察階段(發現階段) 34
二、訪談階段(驗證與補足觀察資料階段) 36
三、次級資料蒐集階段(驗證與補足資料階段) 40
四、找出影響互動現象因素 41
第五節、研究工具 41
第六節、資料分析與編碼 43
一、現象學內容分析法 43
二、資料編碼 47
第七節、三角驗證 49
第四章、研究發現 50
第一節、教學者與教學者互動構面 50
第二節、教學者與學習者互動構面 52
第三節、教學者與教材內容互動構面 56
第四節、教學者與系統介面互動構面 58
第五節、學習者與教學者互動構面 60
第六節、學習者與學習者互動構面 69
第七節、學習者與教材內容互動構面 75
第八節、學習者與系統介面互動構面 81
第五章、綜合討論 87
第一節、教學者的教學風格與能力 88
第二節、傳統教室與網路同步教室之間的同儕互動 89
第三節、混成學習環境的設備支援 90
第四節、網路連線與上課設備的穩定性 92
第五節、教學者與學習者的上課習慣 92
第六節、設立支援教學者的角色 94
第六章、結論 96
第一節、研究成果 96
第二節、研究建議 101
第三節、研究限制 107
第四節、未來研究方向 107
參考文獻 108
附錄一、觀察記錄資料 114
A課程(部分資料) 114
B課程(部分資料) 119
C課程(部分資料) 121
附錄二、訪談教學者題目大綱 126
附錄三、訪談學習者題目大綱 127
附錄四、訪談教學者之逐字稿 128
I1老師部分 128
I2老師部分 134
附錄五、訪談學習者之逐字稿 139
附錄六、非同步討論版資料 167
A課程部分 167
B課程部分 168
C課程部分 171

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