近年來，一種結合實體課堂與線上學習的混合式學習法，逐漸受到越南大學教育工作者的關注；雖然線上學習無法吸引學生，但混合式的學習被認為是有助於培養和促進學生的參與度。而先前的研究較注重於資訊與通訊技術的運用，很少有探討實體課程在混合式學習中的效益之研究。

本研究主要在探討越南同奈科技大學（DNTU）在混合式學習計劃的實施狀況。我們透過實體課堂與不同的資訊技術資源，以此來衡量學生對於混合式學習法的參與度；我們區分了兩種不同的資訊技術資源，分別為「傳統教育的技術」與「社群媒體的應用」，並且提出，實體課堂和傳統教育技術可以促進學生的參與度，且帶來更大的滿意度與動機，而社群媒體的應用可強化學生對於教育之關係。

為此，本研究針對531位越南同奈科技大學（DNTU）之大學生進行量化研究，其研究成果將顯示出傳統教育技術與學生參與混合式學習之間的關係，而社群媒體的應用，例如：Facebook、YouTube、Messenger和Zalo，其可強化學生對於教育之關係也將在本研究被證實；此外，根據研究結果發現，學生對於混合式學習的滿意度與動機和學生本身的學術活動呈現水平顯著，但我們沒有依然找到相關統計數據來證明實體課堂與學生參與度之間的關係。透過越南同奈科技大學（DNTU）之大學生在混合式學習的照片，可支持教育工作者與講師面對有關混合式學習在越南中具備有效性與適用性。

A new method of blended learning, which combines classrooms and online learning, recently receives many attentions from educators in Vietnam universities. While e-learning is failed to attracted students, blended learning is believed containing a potential in generating and facilitating students’ engagement. Prior research usually focuses on the use of information and communication technologies, and the role of face-to-face classes in blended learning has been receiving little study.

This study aims to investigate the implementation of a blended learning program in Dong Nai Technology University (DNTU) in Vietnam. We measured the level of students’ engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. We distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students’ engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications are believed can intensify those relationships.

For this purpose, quantitative research was conducted from 531 undergraduate students in DNTU. The results of this study have revealed that there is a mediate relation between the usage of traditional education technologies and students’ engagement in DNTUs’ blended learning program. The amplifying role of social media applications such as Facebook, YouTube, Messenger and Zalo is also proven. Moreover, from our analysis, students’ satisfaction and motivation with the blended learning method are found to be significantly related to the level of students’ involvement in academic activities. However, we cannot find any statistical proof to show that physical classrooms and students’ engagement have a relationship. By providing a picture of students’ engagement in blended learning courses in DNTU, it may support educators and instructors in finding the solution relating to enhancing the effectiveness and concordance of blended programs in the Vietnamese education context.

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