Bridging Multi-Campus Distances with Digital Closeness: An Empirical Dive into Face-to-Face Extended (FTFx) Instruction

In the context of increasing university mergers, this study investigates the use of technology to facilitate cross-campus teaching interaction and enhance student learning experiences. Focusing on National Yang Ming Chiao Tung University (NYCU), we compared Face-to-Face Extended (FTFx), traditional Face-to-Face (FTF), and ۲D Virtual Classroom (VC) course modalities. Employing a quasi-experimental design, we analyzed the flow state and discussion behaviors of students enrolled in the "Learning and Reading Comprehension Strategies" course during "World Café" discussions in ۲۰۲۲ and ۲۰۲۳. Data were collected through questionnaires and classroom video recordings, and analyzed using quantitative content analysis and lag sequential analysis. Results indicated no significant differences in flow state and discussion behaviors between FTFx and FTF courses, both of which were significantly higher than VC courses. Discussion sequences were similar across FTFx, FTF, and VC. The findings suggest that the FTFx model is a viable solution for synchronous extended classrooms in multi-campus universities, promoting cross-campus resource sharing and student interaction while maintaining the benefits of traditional face-to-face instruction. This study provides insights for the future development of higher education.

کلیدواژه ها:

Face-to-Face Extended (FTFx) ، Blended Course ، Classroom Video Analysis ، flow state ، Technology-Enhanced Classroom Design